CONSOLIDATED

SESSION PLAN: Fourth Quarter
Sector : Tourism
Qualification Title : FRONT OFFICE SERVICES (EXPLORATORY)
Unit of Competency : LESSON 1 - USE TOOLS, EQUIPMENT, AND PARAPHERNALIA (UT)
Module Title : USING TOOLS, EQUIPMENT, AND PARAPHERNALIA (UT)
Learning Outcomes:
LESSON 1 - USE TOOLS, EQUIPMENT, AND PARAPHERNALIA (UT)
LO 1. Identify FOS tools and equipment (TLE_HEFS7/8UT-0ab-1)
1.1 classify equipment, tools, and paraphernalia according to types and functions and describe based on the task
requirement.
LO 3. Conduct self-evaluation on the required performance ( TLE_HEFS7/8UT-0ab-3)
3.1. perform self-evaluation with regard to the use of FOS tools, equipment, and paraphernalia using rubrics
A. INTRODUCTION
This unit deals with the knowledge, skills, and attitudes in front office services. It includes identifying FOS tools and
equipment, using FOS tools and equipment, and conducting self-evaluation on the required performance.
B. LEARNING ACTIVITIES
L.O.1. Identify FOS tools and equipment ( TLE_HEFS7/8UT-0ab-1)
Date Learning Learning Methodology Presentation Practice Feedback Resources Time
Competency Content
Jan. 1.1 classify - Lecture - Discussion - Group - Activity Curriculum 1
15, and Equipment, method and activity sheets rated Guide hour
2018 describe tools and Reporting (Classificatio using rubrics
paraphernali n of tools, (Every
equipment,
a in Front equipment, group will - Written test http://www.
tools, and Office and career
classify the
paraphernali Services paraphernali centre.dtwd
tools,
a according a according .wa.gov.au/
to types and equipment Occupation
to types and
functions and and s/Pages/
functions
description paraphernali receptionist
and its
based on its a according -
description
specified task to types and general.as
of the using meta px
functions
specified strips and
and
task pictures)
describe
requirement.
based on
the specified
task using
pictures and
meta strips)
LO 2: Use FOS tools and equipment ( TLE_HEFS7/8UT-0ab-2)
Competency Content
Jan. 2.1. conduct - Lecture - Discussion Group - Performance Curriculum 2
16 a Simple method activity test rated Guide hours
and performance Report from And (tools and based on the
Arrival to Demonstration equipment (Every group analytic rubric.
17, based
Departure of method based on the will hotels/fo-
2018 assessment Customers task report/97-
demonstrate
in using requirements arrival-
in
equipment, ) report-
conducting a used-in-
tools, and
performance hotels/fo-
paraphernali
-based report.html
a based on
assessment
the task
in using
requirement
tools,
equipment,
and
paraphernali
a based on
the task
requirement
s)
LO3: Conduct self-evaluation on the required performance ( TLE_HEFS7/8UT-0ab-3)
Competency Content
Jan. 3.1. Perform Evaluation of - Lecture Discussing in The students Performance Curriculum 1
18, self- the method and performing will perform test rated Guide hour
2018 evaluation performance Demonstrati self- self-evaluation based on the
in on method evaluation with regard to holistic rubric. http://small
with
using FOS with regard to the use of business.c
regard to tools, the use of FOS tools, hron.com/ti
the use of equipment, FOS tools, equipment, ps-training-
FOS tools, and equipment, and new-
equipment, paraphernali and paraphernalia employees-
and a paraphernalia using holistic front-desk-
paraphernali using rubrics. rubric through 25744.html
demonstration
a
.
using
rubrics
Jan. Summative 1
19, hour
2018
C. Assessment Plan:
a. CONDITIONS:
The students/trainees must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT/TOOLS AND INGREDIENTS, MATERIALS AND SUPPLIES
3. TESTING DEVICES
b. ASSESSMENT METHOD:
1. Written test: Student/s will be test on their knowledge.
2. Performance test: Actual performance, Role playing, oral questioning and
group activity of the students
3. Oral recitation/ questioning
D. Teacher's Self Reflection of the session:
Prepared by:
NELCE G. MIRAMONTE
Teacher
Sector : Tourism
Unit of Competency : LESSON 2 - MAINTAIN TOOLS, EQUIPMENT, AND PARAPHERNALIA (MT)
Module Title : MAINTAIN TOOLS, EQUIPMENT, AND PARAPHERNALIA (MT)
Learning Outcomes:
Learning Outcomes:
LO 1. Perform after-care activities for tools, equipment, and paraphernalia (TLE_HEFS7/8UT-0c-4)
1.1. clean tools, equipment, and paraphernalia after use according to standard operating procedures
1.2. store tools, equipment, and paraphernalia in appropriate area in accordance with safety procedures
1.3. check tools, equipment, and paraphernalia regularly for orderliness/tidiness using a checklist
1.4. carry out routine maintenance as per Standard Operating Procedures (SOP)
1.5. use rubrics in evaluating the performance in rendering aftercare activities
LO2. Conduct self-evaluation on the required performance (TLE_HEFS7/8UT-0d-5)
2.1. Perform self-evaluation in the maintenance of FOS tools, equipment, and paraphernalia using rubrics
L.O.1. Perform after-care activities for tools, equipment, and paraphernalia ( TLE_HEFS7/8UT-0c-4)
Competency Content
Jan. 1.1. clean Procedures - Lecture - Discussion - Group - Performance Curriculu 2 hrs.
22 tools, in cleaning method and activity test rated m Guide
and equipment, tools, Demonstration (Procedures based on the
23, and equipment, method in cleaning (Every analytic rubric.
2018 paraphernali and tools, group will
a after use paraphernalia equipment demonstrate
according to and in cleaning
standard paraphernali tools,
operating a after use equipment,
procedures according to and
standard paraphernali
operating a after use
procedures according to
through standard
visual aids) operating
procedures)
Jan. 1.2. store Safety - Lecture - Discussion - Group - Performance Curriculu 2

24 tools, procedures in method and activity test rated m Guide hours
and equipment, storing tools, Demonstration (Safety based on the
25, and equipment method procedures in (Every analytic rubric
2018 paraphernali and storing tools, group will
a in paraphernalia equipment demonstrate
appropriate and in storing
area in paraphernali tools,
accordance a in equipment,
with safety appropriate and
procedures area using paraphernali
visual aids) a in
appropriate
area in
accordance
with safety
procedures)
Jan. 1.3. check Rubrics in - Deductive - Discussion - Group - Performance Curriculu 1
26, tools, checking method and (Checklist activity test rated m Guide hour
2018 equipment, tools, Demonstration used in (Checking of based on the
and equipment, method checking of tools, rubric
paraphernali and tools, equipment,
a regularly paraphernalia equipment, and
for regularly for and paraphernali
orderliness/t orderliness/ti paraphernali a using a
idiness diness a regularly checklist)
using a for
checklist orderliness or
tidiness)
Jan. 1.4. carry Standard - Lecture - Discussion - Group - Performance Curriculu 1
29, out routine Operating method and activity test rated m Guide hour
2018 maintenanc Procedures Demonstration (Standard (carrying based on the
e (SOP) method operating routine analytic rubric.
as per procedures in maintenanc
Standard carrying e as per
Operating routing standard
Procedures maintenance) operating
(SOP) procedures
through role
playing)
Jan. 1.5. use Rubrics in - Lecture - Discussion - Group - Performance Curriculu 1
30, rubrics in evaluating method activity test rated m Guide hour
2018 evaluating the (Rubrics based on the
the performance used (Evaluating rubric.
performance in rendering evaluating the
in rendering aftercare the performance
aftercare activities performance in rendering
activities in rendering aftercare
aftercare activities
activities) using rubric)
L.O.2. Conduct self-evaluation on the required performance ( TLE_HEFS7/8UT-0d-5)
Competency Content
Jan. 2.1. and 2.2 Proper usage - Lecture - Discussion Group activity - Performance Curriculu 2
16 conduct a of tools and method (Every group test rated m Guide hours
and performance equipment And (tools and will based on the
Performance- Demonstration equipment demonstrate analytic rubric. https://ww
17, based
based method based on the w.caterer.
2018 assessment in conducting
assessment task com/caree
in using requirements a rs-
for using performance-
equipment, ) advice/job
tools, based -
tools, and
equipment, assessment profiles/re
paraphernali
and in using tools, servationi
a based on
paraphernalia equipment, st
the task
requirement and
paraphernalia
based on the
task
requirements)
Jan. 2.1. Perform Rubrics in - Inductive - Discussion - Group - Performance Curriculu 1
31, self- maintaining method (Rubric used activity test rated m Guide hour
2018 evaluation in of FOS tools, in (Performing based on the
the equipment, self- holistic rubric.
maintenanc and evaluation in
e of FOS paraphernalia the
tools, maintenance
equipment, of FOS
and tools,
paraphernali equipment
a using and
rubrics paraphernali
a using
rubrics)
Feb. Summative 1
1, hour
2018
C. Assessment Plan:
a. CONDITIONS:
3. TESTING DEVICES
Prepared by:
NELCE G. MIRAMONTE
Teacher
Sector : Tourism
Unit of Competency : LESSON 3 - PERFORM MENSURATION AND CALCULATIONS (MC)
Module Title : PERFORM MENSURATION AND CALCULATIONS (MC)
Learning Outcomes:
LO 1. Perform simple calculations (TLE_HEFS7/8MC-0e-6)
1.1. perform computations involving ratio, proportion, fractions, and conversion
1.2. prepare simple report from arrival to departure of customers
1.3. evaluate FOS-related reports using rubrics
LO2. Conduct self-evaluation on required performance (TLE_HEFS7/8MC-0f-7)
2.1. perform self-evaluation of mensuration and calculations using rubrics
A. INTRODUCTION
LESSON 3: PERFORM MENSURATION AND CALCULATIONS (MC)
LO1: Perform simple calculations
Competency Content
Feb. 1.1. perform Ratio and - Lecture - Discussion - Group - Activity Curriculum 1
2, computation proportion method (Performing activity sheets rated Guide hour
2018 s involving Fractions computations (Performing based on the
ratio, Conversions involving computation rubrics
proportion, ratio, s involving Paper and
fractions, proportion, ratio, pencil test
and fractions and proportion,
conversion conversion fractions
using chalk and
and conversion
blackboard, through
and visual activity
aids) sheets)
Feb. 1.2. prepare Steps in - Inductive - Discussion - Group - Performance Curriculum 1
5, simple preparing method (Preparing activity test rated Guide hour
2018 report from simple simple report (Prepare based on the
arrival to reports in from arrival simple holistic rubric.
departure of relation to to departure report from
customers FOS of customers arrival to
using power departure of
point customers
presentation. through
reporting)
LO2. Conduct self-evaluation on the required performance
Competency Content
Feb. 2.1. perform Evaluation of - Indirect - Discussion - Group - Performance Curriculu 1
7, self- performance method (Rubric used activity test rated m Guide hour
2018 evaluation in in performing (performing based on the
of mensuration self- self- holistic rubric.
mensuration and evaluation of evaluation of
and calculations mensuration mensuration
calculations using rubrics and and
using calculations calculations
rubrics through using
visual aids) rubrics)
Feb. Summative 1
8, hour
2018
C. Assessment Plan:
a. CONDITIONS:
3. TESTING DEVICES
Prepared by:
NELCE G. MIRAMONTE
Teacher
Sector : Tourism
Unit of Competency : LESSON 4 - PRACTICE OCCUPATIONAL HEALTH AND SAFETY (OHS) PROCEDURES
Module Title : PRACTICING OCCUPATIONAL HEALTH AND SAFETY (OHS) PROCEDURES
Learning Outcomes:
LESSON 4 - PRACTICE OCCUPATIONAL HEALTH AND SAFETY (OHS) PROCEDURES
L.O.1. Identify hazards and risks ( TLE_HEFS7/8OHS-0g-8)
1.1. clarify and explain regulations and workplace safety and hazard control practices and procedures
1.2. identify hazards/risks in the workplace and their corresponding indicators
1.3. recognize and establish contingency measures in case of workplace accidents, fire, and other emergencies
L.O.2. Evaluate and control hazards and risks ( TLE_HEFS7/8OHS-0h-9)
2.1. identify terms of maximum tolerable limits, which when exceeded, will result in harm or damage based on TLV
2.2. determine effects of hazards
2.3. report to designated personnel Occupational Health Safety (OHS) issues and/or concerns and identified safety hazards
2.4. follow OHS procedures for controlling hazards/risks in the workplace
2.5. use PPE
2.6. provide assistance in the event of a workplace emergency in accordance with protocol
2.7. use rubrics in evaluating the preparedness of a given agency in terms of hazards and risks in the workplace
LO 3: Maintain OHS awareness ( TLE_HEFS7/8OHS-0i-10)

3.1. participate in emergency-related drills and trainings
3.2. complete and update OHS personal records
3.3. evaluate the level of OHS awareness using rubrics
LO4. Conduct self-evaluation on the required performance ( TLE_HEFS7/8OHS 0i-11)
4.1. perform self-evaluation in the practice of occupational health and safety procedures using rubrics
A. INTRODUCTION
LESSON 4: PRACTICE OCCUPATIONAL HEALTH AND SAFETY (OHS) PROCEDURES
LO1: Identify hazards and risks ( TLE_HEFS7/8OHS-0g-8)
Competency Content
Feb. 1.1. clarify OHS - Lecture - Discussion - Group activity: - Curriculum 1
9, and explain procedures method (Clarifying and (clarify and Performanc Guide hour
2018 regulations and practices explaining explain e test rated
and and regulations regulations and based on
workplace regulations and workplace workplace the holistic
safety and safety and safety and rubric.
hazard hazard control hazard control
control practices and practices and
practices procedures procedures
and through through
procedures powerpoint reporting and
presentation) using rubric)
Feb. 1.2. identify Hazards/risks - Lecture - Discussion - Group activity - Paper and Curriculum 1
12, hazards/risk identification method (Identifying (identify pencil test Guide hour
2018 s in the and control hazards/risks hazards/risks in
workplace in the the
and their workplace and workplace and
correspondi their their
ng corresponding corresponding
indicators indicators indicators
using pictures through
and visual reporting using
aids. a rubric)
Feb. 1.3. Organization - Deductive - Discussion - Group activity - Paper and Curriculum 1
13, recognize safety and method (Contingency (Recognizing pencil test Guide hour
2018 and health measures in and
establish protocol case of establishing
contingency workplace contingency
measures in accidents, fire, measures in
case of and other case of
workplace emergencies workplace
accidents, using visual accidents, fire,
fire, and aids. and other
other emergencies)
emergencie
s
Competency Content
Feb. 2.1. identify Threshold - Lecture - Discussion - Group - Paper and Curriculum 1
14, terms of Limit Value method (Threshold activity pencil test Guide hour
2018 maximum (TLV) Limit Value) (identify terms
tolerable of maximum
limits, which tolerable
when limits, which
exceeded, when
will result in exceeded, will
harm or result in harm
damage or
based on damage
TLV based on TLV)
Feb. 2.2. OHS - Lecture - Discussion - Group -Performance Curriculum 1

15, determine indicators method (effects of activity test rated Guide hour
2018 effects of hazards and (determine based on the
hazards its OHS effects of holistic rubric.
indicators hazards)
using pictures
and meta
strips.
Feb. 2.3. report Issues and Inductive Reporting to Group activity: Performance Curriculum 1
16, to concerns in method designated reporting test rated Guide hour
2018 designated front office personnel based on the
personnel occupational holistic rubric.
Occupationa health safety
l Health issues and/or
Safety concerns and
(OHS) identified
issues safety hazards
and/or using forms.
concerns
and
identified
safety
hazards
Feb. 2.4. follow Procedures Demonstrati Following Group activity: Performance Curriculum 1
19, OHS in controlling on method OHS demonstration test rated Guide hour
2018 procedures hazards/risks procedures for in following based on the
for in the controlling OHS holistic rubric.
controlling workplace hazards/risks procedures for
hazards/risk in the controlling
s in the workplace hazards/risks
workplace using video in the
presentation. workplace
using a rubric.
Feb. 2.5. use Personal Lecture Identifying the Group activity: Performance Curriculum 2
20 PPE Protective method personal demonstration test rated Guide hours
and Equipment Demonstrati protective in using PPE. based on the
21, on method equipment holistic rubric.
2018 using
powerpoint
presentation.
Feb. 2.6. provide Protocol in Demonstrati Provide Group activity: Performance Curriculum 1
22, assistance the event of a on method assistance in Demonstration test rated Guide hour
2018 in the event workplace the event of a in providing based on the
of a emergency. workplace assistance in holistic rubric.
workplace emergency in the event of a
emergency accordance workplace
in with protocol emergency in
accordance using video accordance
with protocol presentation. with protocol.
Feb. 2.7. use Rubrics in Inductive Evaluating the Group activity: Performance Curriculum 1
23, rubrics in evaluating method preparedness reporting test rated Guide hour
2018 evaluating the of a given based on the
the preparedness agency in holistic rubric.
preparednes of a given terms of
s of a given agency in hazards and
agency terms of risks in the
in terms of hazards and workplace
hazards and risks in the using visual
risks in workplace. aids.
the
workplace
LO3. Maintain OHS awareness ( TLE_HEFS7/8OHS-0i-10)
Feb. 3.1. Emergency- Lecture Discussing in Group activity: Performance Curriculum Guide
26, participate related drills method participating in demonstration test rated
2018 in and trainings Demonstrati emergency- in participating based on the
emergency- on method related drills in emergency- holistic rubric.
related and trainings related drills
drills and using video and trainings
trainings presentation. using video
presentation.
Feb. 3.2. OHS Inductive Completing Group activity: Performance Curriculum Guide
27, complete personal method and updating reporting test rated
2018 and update records OHS personal based on the
OHS records using holistic rubric.
personal forms.
records
Feb. 3.3. Rubrics in Inductive Evaluating the Group activity: Performance Curriculum 1
28, evaluate the evaluating method level of OHS reporting test rated Guide hour
2018 level of OHS the level of awareness based on the
awareness OHS using activity holistic rubric.
using awareness sheets
rubrics
LO4. Conduct self-evaluation on the required performance ( TLE_HEFS7/8OHS 0i-11)
March 4.1. Evaluation of Inductive Performing Group activity: Performance Curriculum 1
1, perform performance method self-evaluation reporting test rated Guide hour
2018 self- in the in the based on the
evaluation practice of practice of holistic rubric.
in the occupational occupational
practice of health and health and
occupation safety safety
al health procedures procedures
and safety using activity
procedures sheets
using
rubrics
March Summative 1
2, hour
2018
C. Assessment Plan:
a. CONDITIONS:
3. TESTING DEVICES
Prepared by:
NELCE G. MIRAMONTE
Teacher
Sector : Tourism
Unit of Competency : LESSON 5 - INTERPRET DESIGN AND LAYOUT (ID)
Module Title : INTERPRETING DESIGN AND LAYOUT (ID)
Learning Outcomes:
LO 1. Read and interpret front office reception area
1.1. read and interpret symbols and layout in a given sample plan for a front- office reception area
1.2. describe parts and functions of a front-office reception layout
1.3. evaluate a sample front office reception layout
2.1. perform self-evaluation in the interpretation of designs and layouts using rubrics
A. INTRODUCTION
LESSON 5: INTERPRET DESIGN AND LAYOUT (ID)
LO 1. Read and interpret front office reception area
Competency Content
March 1.1. read Alphabet of -Lecture - Discussion Group Performance Curriculum 1
5, and lines method (Identifying activity: test rated Guide hour
2018 interpret symbols in a reporting in based on the
symbols front office reading and rubric.
and reception interpreting
layout in a area. symbols and
given layout in a
sample given
plan for sample plan
a front- for a front-
office office
reception reception
area area.
March 1.2. Front-office - Lecture Discussion Group Performance Curriculum 1

6, describe reception method (Parts and activity: test rated Guide hour
2018 parts and layouts functions of a reporting in based on the
functions of front-office describing holistic rubric.
a reception parts and Paper and
front-office area using functions of pencil test
reception powerpoint a front-office
layout presentation. reception
layout
March 1.3. Evaluating a - Inductive - Discussion Group Performance 1

7, evaluate a sample front method (sample front activity test rated Curriculum hour
2018 sample office office (evaluating based on the Guide
front office reception reception a sample holistic rubric.
reception layout layout using front office
layout visual aids) reception
layout)
Competency Content
March 2.1. Evaluation of Inductive Performing Individual Performance Curriculu 1
8, perform performance method self- activity: test rated m Guide hour
2018 self- in the evaluation in Performing based on the
evaluation interpretation the self- holistic rubric.
in the of designs interpretation evaluation in
interpretati and layouts of designs the
on of and layouts interpretatio
designs using activity n of designs
and layouts sheet and layouts
using using rubrics
rubrics
March Summative 1
9, hour
2018
C. Assessment Plan:
a. CONDITIONS:
3. TESTING DEVICES
Prepared by:
NELCE G. MIRAMONTE
Teacher
MATI NATIONAL COMPREHENSIVE HIGH SCHOOL
Brgy. Sainz, Mati City
DAILY LESSON LOG
FOURTH QUARTER
Learning Area : FRONT OFFICE SERVICES____
Grade and Section : Grade 8 - Madrigal and Valencia
Class Hour : 9:45-10:45 and 10:45-11:45____
PROVIDE FRONT OFFICE SERVICES
Date January 15, 2018 January 16, January 17, 2018 January 18, 2018 January 19, 2018
2018
Day MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Course FRONT OFFICE SERVICES
Subject Title
LESSON LESSON 1 - USE TOOLS, EQUIPMENT, AND PARAPHERNALIA (UT)
Learning L.O.1. Identify LO 2: Use FOS tools and equipment LO3: Conduct self-
Outcome FOS tools and evaluation on the
equipment required
performance
Learning 1.1. classify and 2.1. and 2.2 conduct a performance 3.1. Perform self-
Competency describe based assessment in using equipment, evaluation with
equipment, tools, and regard to the use of
tools, and paraphernalia based on the task FOS tools,
paraphernalia requirements equipment, and
according to paraphernalia using
types and rubrics
functions and
its specified
task.
Learning Equipment, tools Rubric for Self-
Content and paraphernalia Simple Report from Arrival to Departure evaluation
in Front Office of Customers
Services
Materials Visual aids, Visual aids, activity
activity sheets, Visual aids, cartolina, and felt-knibbed sheets, felt-knibbed
felt-knibbed pen, pen. pen.
strips and pictures
Reference/s: Curriculum Guide Curriculum Guide Curriculum Guide
Module Title: - K – 12 Basic - K – 12 Basic Curriculum Guide in K – 12 Basic
LM pp. Curriculum Guide Technology and Livelihood Education, p. Curriculum Guide in
TG pp. in Technology and 3 Technology and
Livelihood https://setupmyhotel.com/formats/reports Livelihood
Education, p. 2 -used-in-hotels/fo-report/98-departure- Education, p. 2
- report.html
http://www.careerc K – 12 Basic
entre.dtwd.wa.gov https://setupmyhotel.com/formats/reports Curriculum Guide in
.au/Occupations/P -used-in-hotels/fo-report.html Technology and
ages/ Livelihood
https://setupmyhotel.com/formats/reports Education, p. 2
r
-used-in-hotels/fo-report/97-arrival-
e
report-used-in-hotels.html http://www.selbsteva
c luation.de/home/
e
u.tw/db/upload/site_dynamicPageUpload
p
/99%A4W%BE%C7%B4%C1Hotel%20di
t
alogue%20.pdf
i
o
n
i
s
t
-
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e
n
e
r
a
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.
a
s
p
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Activities Group activity: Group activity: worksheet (describing Demonstration

worksheet equipment, tools, and paraphernalia (proper usage
(classifying based on the specified task) equipment, tools,
equipment, tools, and paraphernalia
and paraphernalia based on the task
according to types requirements)
and functions)
Methodology Lecture Lecture method/deductive method Lecture method and
method/deductive Demonstration
method method
Assessment Written test and Written test and performance test Performance test
performance test
Assignment Research another Research one sample of self-evaluation Make a reflection
5 tools/ rubric. Write in a short bond paper. paper about the
equipment/ importance in
paraphernalia and knowing the result of
describe it using using rubric in doing
your own words. self-evaluation with
regard to the use of
FOS tools,
equipment, and
paraphernalia. Write
it in 1 whole sheet of
paper.
Remarks:
No. of
learners with:
a. Mastery
b. Needing
Enrichment
Refinement
Lessons:
Teacher’s The learners can

reflection: learn effectively if I
give
Prepared by:
NELCE G. MIRAMONTE
Teacher
DAILY LESSON LOG
FOURTH QUARTER
Class Hour : 9:45-10:45 and 10:45-11:45____
Date January 22, January 23, 2018 January 24, 2018 January 25, 2018 January 26, 2018
2018
Course FRONT OFFICE SERVICES
Subject Title
LESSON LESSON 2 - MAINTAIN TOOLS, EQUIPMENT, AND PARAPHERNALIA (MT)
Learning L.O.1. Perform after-care activities for tools, equipment, and paraphernalia
Outcome
Learning 1.1. clean tools, equipment, and 1.2. store tools, equipment, and 1.3 Check
Competency paraphernalia after use according to paraphernalia in appropriate area in equipment, tools
standard operating procedures accordance with safety procedures and paraphernalia
regularly for
orderliness/tidiness
using a checklist.
Learning Standard operating procedures in Safety procedures in storing tools, Checklist in

Content cleaning tools and equipment. equipment and paraphernalia checking tools,
equipment and
paraphernalia.
Materials Visual aids, felt- knibbed pen, pictures visual aids, felt-knibbed pen, and pictures. Tools, equipment,
and scatch tape. and paraphernalia
in FOS, activity
sheets, and felt-
knibbed pen
Reference/s: Curriculum Guide Curriculum Guide Curriculum Guide
Module Title: K-12 Basic Curriculum Guide in K – 12 Basic Curriculum Guide in K – 12 Basic
LM pp. Technology and Livelihood, p.2 Technology and Livelihood Education, p. 3 Curriculum Guide
TG pp. in Technology and
E Livelihood
d Education, p. 3
u
c
Activities Group activity: worksheet (clean tools, Demonstration (proper usage equipment, Group and
equipment, and paraphernalia after tools, and paraphernalia based on the task individual activity:
use according to standard operating requirements) worksheet
procedures) (Checklist in
checking tools,
equipment and
paraphernalia)
Methodology Lecture method/deductive method Lecture method and Demonstration Lecture method
method and Demonstration
method
Assessment Written test and performance test Performance test Performance test
Assignment Make a reflection Research at least 3 Research at least

paper the issues or concerns five hazards that
importance in found in a hotel. may happen in the
cleaning Identify safety workplace
equipment in a hazard on each specifically in a
workplace. issue. Write it in a hotel.
short bond paper.
Remarks:
No. of
learners with:
a. Mastery
b. Needing
Enrichment
Refinement
Lessons:
Teacher’s The learners can learn effectively if I
reflection: give
Prepared by:
NELCE G. MIRAMONTE
Teacher
DAILY LESSON LOG
FOURTH QUARTER
Class Hour : 9:45-10:45 and 10:45-11:45____
Date January 29, 2018 January 30, 2018 January 31, 2018 February 1, February 2, 2018
2018
Course Subject FRONT OFFICE SERVICES
Title
LESSON LESSON 2 - MAINTAIN TOOLS, EQUIPMENT, AND PARAPHERNALIA (MT) LESSON 3 -
PERFORM
MENSURATION
AND
CALCULATIONS
(MC)
Learning L.O.1. Perform after-care activities for L.O.2. Conduct LO1: Perform
Outcome tools, equipment, and paraphernalia self-evaluation on simple
the required calculations
performance
Learning 1.4. carry out 1.5. use rubrics in 2.1. Perform self- 1.1. perform
Competency routine evaluating the evaluation in the computations
maintenance performance in maintenance of involving
as per Standard rendering FOS tools, ratio, proportion,
Operating aftercare activities equipment, and fractions, and
Procedures (SOP) paraphernalia using conversion
rubrics
Learning Content Standard Operating Rendering Rubrics for self- Ratio, proportion,
Procedures (SOP) aftercare activities evaluation Fractions and
Conversions
Materials Visual aids, activity Rubrics, felt- Rubrics, felt- activity sheet
sheets, pictures knibbed pen, and knibbed pen, and
and felt-knibbed activity sheets activity sheets (manila paper) and
pen Felt-knibbed pen
Reference/s: Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide

Module Title: K – 12 Basic K – 12 Basic K – 12 Basic
LM pp. Curriculum Guide Curriculum Guide Curriculum Guide K – 12 Basic
TG pp. in Technology and in Technology and in Technology and Curriculum Guide
Livelihood Livelihood Livelihood in Technology and
Education, p. 2 Education, p. 3 Education, p. 2 Livelihood
Education, p. 3
https://www.google.
com.ph/search?biw
=1093&bih=490&tb
m=isch&sa=1&ei=D
_4_YBQ&q=sample
+of+self+evaluation
+analytic+rubrics&o
q=sample+of+self+
evaluation+analytic
+rubric
http://www.selbstev
aluation.de/home/
Activities Group activity Demonstration Individual activity Group activity
(worksheet) (worksheet) (worksheet)
Methodology: Inductive method Demonstration Inductive method Lecture method
method
Assessment: Performance test Performance test Performance test Performance test
(group activity) (group activity) (individual activity) (group activity)
Assignment: Research a sample Make a reflection Make a reflection Make at least two
rubric in evaluating paper about the paper about the problems with
the performance in results of the rubric importance in answers in finding
rendering aftercare being evaluated on knowing the result the value of X using
activities. Write it in the performance in of self-evaluation fractions and ratios
a short bond paper. rendering aftercare using a rubric in in proportion. Write
activities. Write it in the maintenance of it in a 1 whole
a short bond paper. FOS equipment, sheet of paper.
tools, and
paraphernalia using
rubrics. Write it in 1
whole sheet of
paper.
Remarks:
No. of learners
with
Mastery
Needing
Enrichment
Refinement
Lessons:
Teacher’s Learners could Learners could Learners could Learners could

reflection: attain higher attain higher attain higher attain higher
learning output learning output learning output learning output
more especially if more especially if more especially if more especially if
provided with provided with provided with provided with
proper tools and proper tools and proper tools and proper tools and
materials. materials. materials. materials.
Prepared by:
NELCE G. MIRAMONTE
Teacher
DAILY LESSON LOG
FOURTH QUARTER
Class Hour : 9:45-10:45 and 10:45-11:45____
Date February 5, 2018 February 6, 2018 February 7, 2018 February 8, February 9, 2018
2018
Title
LESSON LESSON 3 - PERFORM MENSURATION AND LESSON 4:
CALCULATIONS (MC) PRACTICE
OCCUPATIONAL
HEALTH AND
SAFETY (OHS)
PROCEDURES
Learning LO1: Perform simple calculations LO2. Conduct LO1: Identify
Outcome self-evaluation on hazards and
the required risks
performance
Learning 1.2. prepare simple 1.3. evaluate FOS- 2.1. perform self- 1.1. clarify and
Competency report from arrival related reports evaluation of explain regulations
to departure of using rubrics mensuration and and workplace
customers calculations using safety and hazard
rubrics control practices
and procedures
Learning Simple reports from FOS-Related Rubric for Self- Regulations and
Content arrival and Reports evaluation of Workplace Safety
departure of mensuration and and Hazard
customers. calculations. Control Practices
and Procedures.
Materials visual aids, card Visual aids, card Visual aids, activity Visual aids,
board wheel, board wheel, sheets, felt-knibbed activity sheets,
cartolina, felt- cartolina, felt- pen. pictures and felt-
knibbed pen, and knibbed pen, and knibbed pen.
pictures. pictures.
Module Title: K – 12 Basic K – 12 Basic K – 12 Basic
LM pp. Curriculum Guide Curriculum Guide Curriculum Guide K – 12 Basic
TG pp. in Technology and in Technology and in Technology and Curriculum Guide
Livelihood Livelihood Livelihood in Technology and
Education, p. 3 Education, p. 3 Education, p. 2 Livelihood
Education, p.2
https://setupmyhote http://www.selbstev
l.com/formats/repor aluation.de/home/ http://www.wscc.nt
ts-used-in-
.ca/sites/default/fil
hotels/fo-report/98- https://www.google.
departure- com.ph/search?biw es/documents/occ
report.html =sample+of+self+e
upational%20
valuation+analytic+
rubrics
Activities Group activity Group activity Group activity Group activity
(preparing simple (evaluating FOS- (clarifying and (clarifying and
report from arrival related reports explaining explaining
to departure of using rubrics) regulations and regulations and
customers) workplace safety workplace safety
and hazard control and hazard co
practices and ntrol practices and
procedures) procedures)
Methodology: Lecture method Inductive method Deductive method Deductive method
Assessment: Performance test Performance test Paper and pencil Paper and pencil
(group activity) (group activity) test test
Assignment: Make a reflection Make a reflection Make a reflection Research the
paper the paper about the paper about the hazards and risks
importance of results of the rubric importance in in the hotel and
preparing simple being evaluated in knowing the result their
report from arrival fos-related to of using rubric in corresponding
to departure of reports. Write it in a doing self- indicator. Write it
customers in front short bond paper. evaluation of in a one whole
office services. mensuration and sheet of paper.
Write it in 1 whole calculations. Write
sheet of paper. it in 1 whole sheet
of paper.
Remarks:
No. of learners
with
Mastery
Needing
Enrichment
Refinement
Lessons:

learning output learning output learning output learning output
more especially if more especially if more especially if more especially if
provided with provided with provided with provided with
proper tools and proper tools and proper tools and proper tools and
Prepared by:
NELCE G. MIRAMONTE
Teacher
DAILY LESSON LOG
FOURTH QUARTER
Class Hour : 9:45-10:45 and 10:45-11:45____
Date February 12, February 13, 2018 February 14, 2018 February 15, 2018 February 16, 2018
2018
Title
LESSON LESSON 4: PRACTICE OCCUPATIONAL HEALTH AND SAFETY (OHS) PROCEDURES
Learning LO1: Identify hazards and risks LO 2. Evaluate and control hazards and risks
Outcome
Learning 1.2. identify 1.3. recognize and 2.1. identify terms 2.2. determine 2.3. report to
Competency hazards/risks in establish of maximum effects of hazards designated
the contingency tolerable limits, personnel
workplace and measures in case of which when Occupational
their workplace exceeded, will Health Safety
corresponding accidents, fire, and result in harm or (OHS)
indicators other emergencies damage based on issues and/or
TLV concerns and
identified safety
hazards
Learning Hazards Occupational Health Threshold Limit Effects of Hazards Issues and
Content and Safety Value (TLV) concerns in Front
Office
Materials Visual aids, visual aids, card visual aids, activity Visual aids, felt- visual aids, felt-
activity sheets, board wheel, sheets, felt-knibbed knibbed pen, and knibbed pen, and
pictures and felt- cartolina, felt- pen, and pictures pictures. pictures.
knibbed pen. knibbed pen, and
pictures
Reference/s: Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
Module Title: K – 12 Basic
LM pp. K – 12 Basic K – 12 Basic Curriculum Guide K – 12 Basic K – 12 Basic
TG pp. Curriculum Guide Curriculum Guide in in Technology and Curriculum Guide Curriculum Guide
in Technology Technology and Livelihood in Technology and in Technology and
and Livelihood Livelihood Education, p. 3 Livelihood Livelihood
Education, p. 2 Education, p.3 Education, p. 3 Education, p. 3
ACGIH_2011-
Intro.pdf K – 12 Basic https://www.osha.g
Curriculum Guide ov/dte/grant_materi
NR0102_FTR_Fina in Technology and als/fy10/sh-20839-
l.pdf Livelihood 10/circle_chart.pdf
Education, p. 77
Activities Group activity Group activity Group activity Group activity Group activity
(identifying (recognizing and (identifying terms of (determining (reporting to
hazards/risks in establishing maximum tolerable effects of hazards) designated
the contingency limits, which when personnel
workplace and measures in case of exceeded, will Occupational
their workplace result in harm or Health Safety
corresponding accidents, fire, and damage based on (OHS)
indicators) other emergencies) TLV) issues and/or
concerns and
identified safety
hazards)
Methodology: Lecture method Group Activity Lecture/Discussion, Oral quiz Group
Oral (Individual Activity) discussion/lecture
Assessment: Paper and pencil Paper and pencil Paper and pencil Paper and pencil Performance test
test test test test
Assignment: In a ½ sheet of Visit one Research at least five Research at least 3 Research the
paper, write at establishment near to possible effects of issues or concerns procedures in
least 2 types of your residence and hazards in a front found in a hotel. controlling
hazards in your ask any personnel on office area. Write it Identify safety hazards/risks in the
house and what are their in a 1 whole sheet hazard on each workplace or in a
identify what occupational health of paper issue. Write it in a hotel. Write it in a
indicator and safety signs short bond paper. ½ sheet of paper.
corresponds to
established and take
the hazards.
down note. In a short
bond paper, write
what you have taking
note during visitation
in the establishment.
Remarks:
No. of learners
with
Mastery
Needing
Enrichment
Refinement
Lessons:
Teacher’s Learners could Learners could Learners could Learners could Learners could
reflection: attain higher attain higher attain higher attain higher attain higher
learning output learning output more learning output learning output learning output
more especially if especially if more especially if more especially if more especially if
provided with provided with proper provided with provided with provided with
proper tools and tools and materials. proper tools and proper tools and proper tools and
Prepared by:
NELCE G. MIRAMONTE
Teacher
DAILY LESSON LOG
FOURTH QUARTER
Class Hour : 9:45-10:45 and 10:45-11:45____
Date February 19, 2018 February 20, February 21, 2018 February 22, 2018 February 23, 2018
2018
Title
LESSON LESSON 4: PRACTICE OCCUPATIONAL HEALTH AND SAFETY (OHS) PROCEDURES
Learning LO 2. Evaluate and control hazards and risks
Outcome
Learning 2.4. follow OHS 2.5. use Personal Protective Equipment 2.6. provide 2.7. use rubrics in
Competency procedures for (PPE) assistance in the evaluating the
controlling event of a preparedness of a
hazards/risks in the workplace given agency in
workplace emergency in terms of hazards
accordance with and risks in
protocol the workplace
Learning The preparedness
Content Controlling Personal Protective Equipment of a given agency
Hazards/Risks in Emergency in terms of hazards
the Workplace protocol and risks in the
workplace.
Materials activity sheets, Activity sheet, form, and pentel pen. visual aids, activity Visual aids, card
pentel pen, and sheet, and pentel board wheel,
rubric. pen. cartolina, felt-
knibbed pen, and
pictures.
Module Title:
LM pp. K – 12 Basic K – 12 Basic Curriculum Guide in K – 12 Basic K – 12 Basic
TG pp. Curriculum Guide Technology and Livelihood Education, Curriculum Guide Curriculum Guide
in Technology and p. 3 in Technology and in Technology and
Livelihood Livelihood Livelihood
Education, p. 3 file:///C:/Users/Nicejan/Downloads/SITX Education, p. 3 Education, p. 3
OHS001B_OHS_2012.pdf
https://www.worksa https://www.asu.ed https://resources.de
fe.vic.gov.au/__dat http://www.worksafenb.ca/media/1227/ paul.edu/teaching-
u/ehs/cshema2/pro
a/assets/pdf_file/00 worksafenborientationguide_e-1.pdf commons/teaching-
03/211737/ISBN- cedures.pdf guides/feedback-
Controlling-OHS- http://www.ingaa.org/File.aspx?id=1819 grading/rubrics/Pag
hazards-and-risks- 0&v=952a3dfa es/creating-
handbook-2017- rubrics.aspx
06.pdf
Activities Demonstration Group activity (using PPE) Group activity Group activity
(following OHS (providing (evaluating the
procedures for Demonstration in using PPE. assistance in the preparedness of a
controlling event of a given agency in
hazards/risks in the workplace terms of hazards
workplace) emergency in and risks in
accordance with the workplace
protocol) using rubrics)
Methodology: Demonstration Demonstration method Demonstration Inductive method
method method
Assessment: Performance test Performance test Performance test Performance test
Assignment: Directions: Visit Directions: Visit Directions: Directions: Make a
one establishment one establishment Research a sample reflection paper
near in your near to your rubric in evaluating about the results of
residence and ask residence and ask the preparedness the rubric being
the personnel on any personnel on of a given agency evaluated about the
what are their OHS what are their in terms of hazards preparedness of a
procedures they personal protective and risks in the given agency in
followed for equipment they workplace, write it terms of hazards
controlling used in the in a ½ sheet of and risks in the
hazards/risks in the workplace, write paper.. workplace. Write it
workplace. Write what you have in a short bond
the OHS taking note during paper.
procedures they visitation in the
have said in a 1 establishment in a
whole sheet of ½ sheet of paper.
paper.
Remarks:
No. of learners
with
Mastery
Needing
Enrichment
Refinement
Lessons:
Teacher’s Learners could Learners could attain higher learning Learners could Learners could
reflection: attain higher output more especially if provided with attain higher attain higher
learning output proper tools and materials. learning output learning output
more especially if more especially if more especially if
provided with provided with provided with
proper tools and proper tools and proper tools and
materials. materials. materials.
Prepared by:
NELCE G. MIRAMONTE
Teacher
DAILY LESSON LOG
FOURTH QUARTER
Class Hour : 9:45-10:45 and 10:45-11:45____
Date February 26, 2018 February 27, 2018 February 28, 2018 March 1, 2018 March 2, 2018
Title
LESSON LESSON 4: PRACTICE OCCUPATIONAL HEALTH AND LESSON 4:
SAFETY (OHS) PROCEDURES PRACTICE
OCCUPATIONAL
HEALTH AND
SAFETY (OHS)
PROCEDURES
Learning LO3. Maintain OHS awareness LO4. Conduct
Outcome self-evaluation
on the required
performance
Learning 3.1. participate in 3.2. complete and 3.3. evaluate the 4.1. perform self-
Competency emergency-related update OHS level of OHS evaluation in the
drills and trainings personal records awareness using practice of
rubrics occupational
health and safety
procedures using
rubrics
Learning Emergency drills and OHS personal OHS awareness Rubric for Self-
Content trainings records evaluation
Materials Activity sheet, and Activity sheets, activity sheets, Visual aids,
pentel pen. forms and pentel pentel pen, and activity sheets,
pen. rubrics. and ballpen.
Module Title:
LM pp. K – 12 Basic K – 12 Basic K – 12 Basic K – 12 Basic
TG pp. Curriculum Guide in Curriculum Guide in Curriculum Guide Curriculum Guide
Technology and Technology and in Technology and in Technology and
Livelihood Education, Livelihood Livelihood Livelihood
p. 3 Education, p. 3 Education, p. 3 Education, p. 2
https://oes.ucsc.edu/ file:///C:/Users/Niceja https://www.south

emergencymanagem n/Downloads/SITXOH eastern.edu/acad_
ent/preparedness/ S001B_OHS_2012.pdf research/depts/cs
procedures/earthqua _it/undergrad_deg
ke.html https://www.archives. ree/oshe/pdfs/rubri
gov/files/records- c_
mgmt/grs/grs02-7.pdf for_assessing.pdf
Activities Group Group Group Individual activity
activity/worksheet activity/demonstratio activity/worksheet (performing self-
(participating in n (complete and (evaluating the evaluation in the
emergency-related update OHS level of OHS practice of
drills and trainings) personal records) awareness using occupational
rubrics) health and safety
procedures using
rubrics)
Methodology Demonstration Inductive method Inductive method Inductive method

method
Assessment Performance test Performance test Performance test Performance test
Assignment: Directions: Visit one Directions: Directions: Make a Directions: Make
establishment near to Research a sample reflection paper a reflection paper
your residence and rubric in evaluating about the about the
ask any personnel on the level of OHS importance in importance in
what are their awareness. Write it knowing the results knowing the
emergency-related in a short bond of the rubric being results in the
drills and trainings paper. Study it in evaluated in the practice of
they have advance. level of OHS occupational
participated, write awareness. Write it health and safety
what you have taking in a short bond procedures using
note during visitation paper. rubrics. Write it in
in the establishment 1 whole sheet of
in a ½ sheet of paper. paper.
Remarks:
No. of learners
with
a. Mastery
b. Needing
Enrichment
Refinement
Lessons:
Teacher’s Learners could attain Learners could Learners could Learners could
reflection: higher learning output attain higher attain higher attain higher
more especially if learning output more learning output learning output
provided with proper especially if more especially if more especially if
tools and materials. provided with proper provided with provided with
tools and materials. proper tools and proper tools and
materials. materials.
Prepared by:
NELCE G. MIRAMONTE
Teacher
DAILY LESSON LOG
FOURTH QUARTER
Class Hour : 9:45-10:45 and 10:45-11:45____
Date March 5, 2018 March 6, 2018 March 7, 2018 March 8, 2018 March 9, 2018
Title
LESSON LESSON 5: INTERPRET DESIGN AND LAYOUT (ID)
Learning LO 1. Read and interpret front office reception area LO2. Conduct
Outcome self-evaluation on
the required
performance
Learning 1.1. read and 1.2. describe parts 1.3. evaluate a 2.1. perform self-
Competency interpret symbols and functions of a sample front office evaluation in the
and front-office reception reception layout interpretation of
layout in a given layout designs and layouts
sample plan for a using rubrics
front- office
reception area
Learning Symbols and Front-office Sample front office Rubrics for self-
Content layout reception layouts reception layout evaluation
Materials Activity sheet, and Visual aids, activity Activity sheets, Visual aids, activity
pentel pen. sheets, pictures and pentel pen, and sheets, felt-knibbed
felt-knibbed pen. rubrics. pen.
Module Title:
LM pp. K – 12 Basic K – 12 Basic K – 12 Basic K – 12 Basic
TG pp. Curriculum Guide Curriculum Guide in Curriculum Guide Curriculum Guide in
in Technology and Technology and in Technology and Technology and
Livelihood Livelihood Livelihood Livelihood
Education, p. 3 Education, p.2 Education, p. 3 Education, p. 2
https://conceptdraw. https://www.slidesha https://www.google. http://www.selbstev

com/a367c3/preview re.net/indianchefreci com.ph/search?biw
aluation.de/home/
-Design%20 pe/layout-and- =1093&bih=490&tb
elements%20- sections-of-front- m=isch&sa=1&ei=
%20Office%20furnitu office?from_action=s D_4_YBQ&q=samp
re ave le+of+self+evaluati
on+analytic+rubrics
&oq sample+of
+self+evaluation+a
nalytic+rubrics
Activities Group Group Group Individual activity
activity/worksheet activity/worksheet activity/worksheet (performing self-
(reading and (describing of parts (evaluating a evaluation in the
interpreting and functions of a sample front office interpretation of
symbols and layout front-office reception reception layout) designs and layouts
in a given sample layout) using rubrics)
plan for a front-
office reception
area)
Methodology Lecture method Lecture method Inductive method Inductive method

Assessment Paper and pencil Paper and pencil Performance test Performance test
test test
Assignment Directions: Directions: In a ½ Directions: Directions: Make a
Research a ppt sheet of paper, Research a sample reflection paper
about a front office research a sample self-evaluation about the
reception layout rubric on how to rubric in the importance in
with description of evaluate a sample interpretation of knowing the result
the parts and its front office reception designs and of self-evaluation in
functions. In a layout. layouts using using a rubric in the
short bond paper, rubrics. Write it in a interpretation of
write all the parts short bond paper. designs and
with description Make sure to study layouts. Write it in 1
and its functions of it in advance for an whole sheet of
a front office oral recitation paper.
reception layout. tomorrow.
Remarks:
No. of learners
with
a. Mastery
b. Needing
Enrichment
Refinement
Lessons:

learning output learning output more learning output learning output
more especially if especially if more especially if more especially if
provided with provided with proper provided with provided with
proper tools and tools and materials. proper tools and proper tools and
materials. materials. materials.
Prepared by:
NELCE G. MIRAMONTE
Teacher
January 15, 2018
Detailed Lesson Plan in Technology and Livelihood Education

Home Economics – Front Office Services
Grade 8 – Madrigal and Valencia
9:45-10:45 / 10:45-11:45AM
Prepared by: Nelce G. Miramonte
I. Objective
 classify and describe equipment, tools, and paraphernalia according to types and functions and its specified task.
II. Subject Matter
a. Topic: Equipment, tools and paraphernalia in Front Office Services
b. Reference: K – 12 Basic Curriculum Guide in Technology and Livelihood Education, p. 2
http://www.functionsoffos.de/home/
c. Materials: Visual aids, activity sheets, felt-knibbed pen, strips and pictures.
d. Skills: Classifying
e. Values: To value in classifying equipment, tools and paraphernalia according to types and functions.
III. Procedure
Teacher's Activity Students' Activity
A. Preliminary Activity
Everybody stand up. Erica, lead the prayer. In the name of the father and of the Son and of
the Holy Spirit, Amen. Lord, thank you for this
wonderful day, bless this day and help us to do the
good things and let us understand the lesson as
we go through in our discussion. In the name of
the Father and of the son, and of the Holy Spirit,
Amen.
Good morning class. Good morning, Miss Miramonte. Good
morning classmates, good morning.
Before you will take your seats, arrange first
your chairs and pick up all the garbages under your
chair. Put it in the trash can. Yes, Ma'am.
Take your seats class. Thank you Ma'am.
Who are absents for today? No one is absent Ma'am.
Very good!
Okay, class for us to be guided always and
have a smooth relationship to each other let us first
recall our classroom rules. 1. Respect others as you respect yourself.
Everybody read. 2. Participate during class discussion.
3. Raise your right hand if you have a
question or clarification.
4. Raise your left hand when you go outside
to be recognized.
5. Always prepare before entering the
classroom.
I hope, you will always follow and apply the rules
in order for us to build a smooth relationship to one
another.
Is that clear class? Yes, Ma’am.
B. Motivation
This morning, we are going to have an activity. I

will group you into two groups. This right side will be
the group 1 and this left side will be the group 2.
You will play a Pinoy Henyo, are you familiar on this
game class?
Very good! Now, what you are going to do, each
group will have one representative and the
representative will go in front and choose one strip.
Then, I will be going to put the strip on his/her
forehead then she/he is going to guess what word
on his/her head, and he/she will only ask anything in
order for him/her to guess the word about our
category. The remaining members of the group will
answer only whether YES or NO but, in answering it
they need to interpret the sound of an animal
instead of saying the yes or no. So, if it is no they
must produce a sound of a dog and jump and if it is
yes they must produce a sound of a frog and act like
this. Each representative will be given 2 minutes to
guess, and after 2 minutes let us count how many
words you have guessed. She/he can pass and can
proceed to another word if it is something difficult to
guess. For those who guessed many words, they
are the winners and they can get rewards after the
class.
Now, our category is all about the names of your
classmates. Expected that the word written on the Yes, Ma’am.
strip will be the name of your classmates.
Is that clear class?
Okay, stand up group 1, you will be the one to
perform the task.
Representative to the group, please come in
front. (activity time)
Your time starts now.
Time is up!
You only got 5 words.
The words they guessed are Jes Brian, Eddie,
Daina, April, and Armie.
Now, let us proceed to the group 2.
Representative to the group come here in front. (activity time)
Your time starts now.
(after 2 minutes)
Time is up!
Group 2 got 6 words.
The words are Edward, Gwenn, Angel, Roben,
Lovely, Asma, Lovely.
The winner is the group 2. So, group 2 just
reminds me after the class, okay! Clap, clap, clap.
A round of applause for the Group 2. Yes, Ma’am.
Did you enjoy class?
Everybody, seat properly.
Let us proceed to our discussion.
III. Lesson Proper

1. Presentation
Our lesson for today is about equipment, tools,
and paraphernalia in front office services.
But, let us know first our lesson objective that we
need to come up at the end of our time period.  classify and describe equipment, tools,
Everybody read our lesson objective. and paraphernalia according to types and
functions and its specified task.
Very good class.
2. Discussion (Group Activity)

Who has an idea on what are the differences of
tools, equipment and paraphernalia? I Ma’am.
Yes, Ryan. Tool is any physical item that is used to
achieve a goal but is not consumed during this
process can be defined as a tool. Informally
speaking, it can also be used to describe a specific
procedure with a specific purpose as well.
Good idea!
How about the equipment? Equipment it is the idea of equipment
Yes, John. represents all sorts of machinery, functional
devices or accessories which serve an individual,
household or a community purpose.
Good idea! How about the paraphernalia? Paraphernalia refers to the personal
Yes, Cristine. belongings.
Very good!
I have here the ideal definition of these Equipment is the items which are more or
important three words. Everybody read. less durable and permanent needed for a
particular activity or purpose.
Tools refer to the articles used in any front
office services which are durable or permanent
and are hand-held.
Paraphernalia refers to the personal
belongings.
This time, we are going to have an activity; I

will group the class into 4 groups. As you can see in
your arm chair there is a strip. The color of your strip
will determine what group you bong to. Color yellow
will be the Group 1, color red will be the Group 2,
color green will be the Group 3, and the color blue
will be the Group 4. Group 1 will stay at the right
side near in the blackboard. Group 2 will stay at the
back of Group 1. Group 3 will stay at the left side of
the four corners near in the blackboard. Group 4 will
stay at the back of Group 3. Yes, Ma’am.
Now, go to your respective area and
immediately form a circle.
One representative to get your materials here in
front.
All you need to do is to follow the procedures in
classifying the tools, equipment and paraphernalia
according to types and functions.
Your grades will be rated based on the given
rubrics. I will only give five minutes to finish the task. (Doing group activity)
So, your time starts now. RUBRIC
Time is up!
Let us check if your answers are correct. But,
before that we need to read the definitions on the Racks refer to a framework, typically with rails,
four classifications given. bars, hooks, or pegs, for holding or storing things.
Form refers to a paper or document that
needs to fill up some important information.
Telecommunication refers to the transmission
of signs, messages, words, writings, images and
sounds or information of any nature by wire, radio,
optical or other electromagnetic systems.
Supporting devices refer to the important
materials that support the needs of the workers.
Yes, Ma’am.
Yes, Alejo from the Group 1, present your
output. Group 1
I. Objective: classify equipment, tools,
and paraphernalia according to
types and functions.
II. Materials: Manila paper, pentel pen,
meta strips, pictures and rubrics.
III. Procedures:
1. Classify the given pictures and
its functions based from the
given classifications.
2. Paste the pictures and strips
on its appropriate place inside
the box.
Equipment Classificat Name Functio

/ Tools/ ion s ns and
Paraphern Descrip
alia tion
Racks Key It is
rack designe
d to
store
guestro
om
keys.
Tele- Telep It is
communica hone designe
tions d to
transmit
sound
typically
voices
over a
distance
using
wire or
radio.
Supporting Printer It is a
devices machine
for
printing
text or
pictures
onto
paper,
especial
ly one
linked to
a
compute
r.
IV. Posing Questions
1. Is the telephone classified as
telecommunication?
Answer: Yes
2. What tool/ equipment/
paraphernalia classified as
supporting devices?
Answer: Printer
Let us check. Group 1, what is the picture Key rack Ma’am.
shown in the first column?
Yes, Shane. When we want to store properly the
Yes, it is a key rack. guestrooms’ keys.
When do we commonly use a key rack?
It is designed to store guestroom keys.
Very good!
Then, what would be its function in a front Yes, Ma’am.
office?
Does the function of key rack in your activity
sheet is similar to the ideal function written in the
visual aids? Yes, Ma’am.
Very good!
Is a key rack classified as one of the types of It is classified as rack because based from
rack? the definition given of rack, rack is for holding or
What makes it classified as rack? storing things and key rack is designed to store
guestroom keys therefore, key rack is one of the
types of rack that holds or stores thing like keys.
Telephone Ma’am.
Very good!
What is the picture shown in the second
column? When we want to communicate other people
over a distance Ma’am.
Yes, it is a telephone.
When do we need commonly use a telephone? It is designed to transmit sound typically
voices over a distance using wire or radio to the
Very well said. other people.
Then, what would be its function of this
telephone in front office? Yes, Ma’am.
Very good!
Does the function of a telephone in your
activity sheet is similar to the ideal function written in Yes, Ma’am.
the visual aids?
Very good! It is classified as telecommunication because
Is a telephone classified as one of the types of based from the definition given of
telecommunication? telecommunication, it refers to the transmission of
What makes it classified as telecommunication? sounds or information of any nature by wire, radio,
optical or other electromagnetic systems and
telephone is designed to transmit sound typically
voices over a distance using wire or radio
therefore, telephone is one of the types of
telecommunications since it transmit sound over a
distance.
Printer Ma’am.
Very well said. When we want to print out the texts or

What is the picture shown in the third column? pictures into a paper.
Yes, it is a printer.
When do we commonly use a printer in a It is for printing text or pictures onto paper,
reception area? especially one linked to a computer.
Very good!
Then, what would be its function in a reception
area?
Very well said. Yes, Ma’am.
Does the function of a printer in your activity
sheet is similar to the ideal definition written in the Yes, Ma’am.
visual aids?
Very good! It is classified as supporting devices because
Is a printer classified as one of the types of based from the definition given of supporting
supporting devices? devices, refer to the important materials that
What makes it classified as supporting devices? support the needs of the workers and printer is
designed for printing text and pictures onto paper,
especially one linked to a computer. Therefore,
printer is one of the types of supporting devices
that support the needs of the workers especially in
printing.
Yes, Ma’am.
Very well said.
Let us proceed to the posing questions.
Is the telephone classified as Printer Ma’am.
telecommunication?
Very good!
What tool/ equipment/ paraphernalia classified
as supporting devices?
Very good! Group 2
Let us proceed to Group 2. I. Objective: classify equipment, tools,
Harun, present your task. and paraphernalia according to
III. Procedures:
the box.
Paraphern Descrip
alia tion
Racks Reser It
vation designe
rack d to hold
and
store
reservati
on
forms.
Tele- Walki It is
communica e- designe
tins Talkie d
to talk in
to
and hea
r messa
ges thro
ugh so
that you
can com
municat
e with
someon
e far aw
ay.
Supporting Magn It is
devices etic used to
strip reads
reader data
magneti
cally
encoded
and
stored
on the
magneti
c tape
strip on
credit
card.
1. Is reservation rack classified as
rack?
Answer: Yes
telecommunication?
Answer: Walkie-talkie
Reservation rack Ma’am.
Let us check your answer Group 2. When we want to store reservation forms
Cristine, what is the picture shown in the first Ma’am.
column?
Yes, it is a reservation rack.
When do we commonly use a reservation It is designed to hold and store reservation
rack? forms.
Very good!
Then, what would be its function in a front
office?
Does the function of reservation forms reflected Yes, Ma’am.
in your activity sheets is similar to the ideal function It is classified as form because based from
written in the visual aids? the definition given of form, it refers to a paper or
Very good! document that needs to fill up some important
Is a reservation form classified as a type of information.
form?
What makes it classified as a type of form? Walkie-talkie Ma’am.
When we have to talk or communicate far

Very well said. away.
column? It is designed to talk into and hear messages
Yes, it is a walkie-talkie. through so that you can communicate with
When do we commonly use a walkie-talkie? someone far away.
Very good!
Then, what would be its function in a front Yes, Ma’am.
office?
Does the function of walkie-talkie in your Yes, Ma’am.

activity sheet is similar to the ideal function written in It is classified as telecommunication because
the visual aids? based from the definition given of
Very good! telecommunication, refers to the transmission of
Is walkie-talkie classified as a type of sounds or information of any nature by wire, radio,
telecommunication? optical or other electromagnetic systems and
What makes it classified as walkie-talkie designed to talk into and hear
telecommunication? messages through so that you can communicate
with someone far away. Therefore, walkie-talkie is
one of the types of telecommunication that can
transmit messages into another place.
Magnetic strip reader Ma’am.
When we want to read the data magnetically

for easy access.
Very well said.
What is the picture shown in the third column? It is designed to reads data magnetically
Yes, it is a magnetic strip reader. encoded and stored on the magnetic tape strip on
When do we use a magnetic strip reader? credit card.
Very good! Yes, Ma’am.

Then what would be its function in a front
office?
Very well said. Walkie-talkie Ma’am.
We have to proceeds the posing questions.
Is reservation rack classified as rack?
Very good!
What tool/ equipment/ paraphernalia classified
as telecommunication? Group 3
Very well said. I. Objective: classify equipment, tools,
Now, let us proceed to Group 3. and paraphernalia according to
Yes, Joana presents your task. types and functions.
III. Procedures:
the box.
/ Tools/ ion s nsand
Paraphern Descrip
alia tion
Racks Inform It is
ation designe
rack d to hold
and
store
informati
on
forms.
Form Inform It is
ation designe
form d to fill
up some
importa
nt
informati
on of
the
guests.
Supporting Comp It
devices uter provides
function
ality and
data
necessa
ry to
take
orders,
configur
e
complex
products
and
provide
effective
service
and
support
to
custome
rs.
1. Is information rack classified as
rack?
Answer: Yes
form?
Answer: Information form
Information rack Ma’am.
When we store information forms.
It is designed to hold and store information

Now, let us check your answers Group 3. forms.
What is the picture shown in the first column?
Yes, it is an information rack. Yes, Ma’am.
When do we commonly use an information
rack?
Then, what would be its functions in a front It is classified as rack because based from the
office? definition given of rack, is for holding or storing
Does the function of information rack in your things and information rack is designed to hold and
activity sheet is similar to the ideal function written in store information forms. Therefore, information
the visual aids? rack is classified as a type of rack that holds and
Very good! store thing like information forms.
Is information rack classified as a type of rack?
What makes it classified as rack? Information form Ma’am.
When we want to fill up a paper or documents

about the information of the guests.
Very good!
What is the picture shown in the second It is designed to fill up some important
column? information of the guests.
Yes, it is information form.
When do we commonly use information form?
Yes, Ma’am.
Very good!
Then what would be its function in a front office?
Does the functions of information form in your Yes, Ma’am.
activity sheet is similar to the ideal function written in It is classified as form because based from the
the visual aids? definition given of information form, it is a paper is
Very good! a document to fill up certain important information
Is information form classified as a type of of the guests.
form?
What makes it classified as form?
Computer Ma’am.
Very good!
What is the picture shown in the third When we have to type important information or
column? data.
Yes, it is a computer.
When do we commonly use a computer in a It provides functionality and data necessary to
front office? take orders, configure complex products and
Very good! provide effective service and support to customers.
Then, what would be its function in a front
office?
Does the function of computer in your Yes, Ma’am.

activity sheet is similar to the ideal function
reflected in the visual aids? Yes, Ma’am.
Very good!
Is computer classified as supporting It is classified because the definition of
devices? supporting devices refer to the important
What it makes classified? materials that support the needs of the workers
and computer it provides functionality and data
necessary to take orders that support their
needs as the workers.
Now, let us proceed to the posing questions.

Is information rack classified as rack? Yes, Ma’am.
Very good!
What tool/ equipment/ paraphernalia Information form.
classified as form?
Let us proceed to the Group 4.
Mica, presents your task. Group 4
I. Objective: classify equipment, tools,
and paraphernalia according to
III. Procedures:
the box.
Paraphern Descrip
alia tion
Forms Reser It is a
vation form
form used for
confirmi
ng a
reservati
on of a
guest’s
booking.
Supporting Calcul It
devices ator perform
s
arithmeti
c
operatio
ns on
number
s.
Printer It is a
machine
for
printing
text or
pictures
onto
paper,
Let us check your answers Group 4. especial
What is the picture shown in the first column? ly one
Yes, it is a reservation form. linked to
When do we need to use a reservation form? a
compute
Very good! r.
Then what would be its function in front office
area? IV. Posing Questions
Does the function of a reservation form in 1. Is calculator classified as
your activity sheet is similar to the ideal function supporting devices?
reflected in the visual aids? Answer: Yes
Very good! 2. What tool/ equipment/
Is a reservation form classified as form? paraphernalia classified as
What makes it classified as form? form?
Answer: Reservation form
Very good!
column?
Yes, it is a calculator. Reservation forms Ma’am.
When do we commonly use a calculator?
Very good!
Then what would be its function in front When somebody is requesting for
office? reservation of rooms.
Does the function of a calculator reflected in
your activity sheet is similar to the ideal function It is a form used for confirming a reservation
reflected in the visual aids? of a guest’s booking.
Very good!
Is a calculator classified as one of the types of
supporting devices? Yes, Ma’am.
What makes it classified as supporting
devices? Yes, Ma’am.
It is classified as form because based from
the definition given form refers to a paper or
a document that needs to fill up important
information and reservation form is used for
confirming a reservation of a guest’s
booking.
Calculator Ma’am.
What is the picture shown in the third column?
Yes, it is a magnetic strip reader.
When do we commonly use a magnetic strip When we have to solve certain problem.
reader?
It performs arithmetic operations on
Very good! numbers.
Then, what would be its function in front office
services?
Yes, Ma’ am.
Does the function of the magnetic strip reader
in your activity sheet is similar to the function Yes, Ma’ am.
reflected in the visual aids?
Very good! It is classified as supporting devices because
Is magnetic strip reader classified as based and a calculator; it performs arithmetic
supporting devices? operations on numbers. Therefore, calculator is
What makes it classified as supporting classified as supporting devices since it gives
device? support to every worker.
Magnetic strip reader Ma’am.
When we have to reads data magnetically

encoded of the guests.
It is used to reads data magnetically

encoded and stored on the strip on credit card.
3. Generalization Yes, Ma’ am
What have you learned from our discussion?
Yes, Ma’ am.

Very good! It is classified as supporting device because
Let’s do again another activity. This graphic from the definition given of a supporting device,
organizer will tell what have you learned from our refers to the important materials that support the
discussi needs of the workers and magnetic strip reader is
use to reads data magnetically encoded and
stored on the strip on credit card. Therefore, it
supports the needs of every worker since it reads
data easily without hassle.
Reservation form I learned how to classify equipment, tools

and paraphernalia according to types and
functions.
Key rack
Forms
Racks Classification of
tools,
equipment and
paraphernalia
in FOS
Telecommunication
Supporting devices
Telephone
Printer
IV. Evaluation
Get ½ sheet of paper. Answer the following by

following the directions. I’ll just give you 5 minutes to
answer.
Directions: Classify the following tools, equipment
and paraphernalia according to types and functions
and write YES after a letter when it is describe on its
specified task. Write your answer in the space
provided.
A. FORMS C. SUPPORTING DEVICES

B. RACKS D. TELECOMMUNICATION
___1. Key rack is designed to store guestroom

keys.
___2. Telephone is designed to transmit sound
typically voices over a distance using wire or radio.
___3. Printer is a machine for printing text or
pictures onto paper, especially one linked to a
computer.
___4. Reservation rack is designed to hold and
store reservation forms.
___5. Walkie-talkie is designed to talk into
and hear messages through so that you
can communicate with someone far away.
___6. Magnetic strip reader is used to reads data
magnetically encoded and stored on the magnetic
tape strip on credit card.
___7. Information rack is designed to hold and store
information forms.
___8. Information form is designed to fill up some
important information of the guests.
___9. Computer it provides functionality and data
necessary to take orders.
___10. Reservation form is a form used for
confirming a reservation of a guest’s booking. Yes, Ma’am.
V. Assignment Goodbye! Ma’am Miramonte, goodbye

Get your T.L.E notebook class and write your classmates, goodbye!
assignment.
Directions:
In a ½ sheet of paper, research another
5 tools/ equipment/ paraphernalia and describe it
using your own words. To be submitted next
meeting.
Are done copying class?
Keep all your things under your chair then, fix
yourselves.
Goodbye class!
Summative Test LO1
Activity Sheet
A. Performance test
Tools and materials needed:
- Reservation form - Information rack

- Reservation rack - Key rack
- Telephone - Printer
- Walkie-Talkie - Information form
- Calculator - Computer
- Magnetic strip reader
Procedures (Gallery Walk)
1. Go to the station you are assigned with.

2. Identify the name of the equipment, tool or paraphernalia placed in the arm chair. If you already identified, write its
name in the first column.
3. In the second column, write what classification it is belong.
4. In the third column, write its function.
5. In the fourth, write its description.
Name of the Equipment, Classification Function Description

Stations Tools and Paraphernalia
No.
Station 1
Station 2
Station 3
Station 4
Station 5
RUBRIC
B. Paper and pencil test
Directions: Match the functions in Column A with the name of the tools, equipment and paraphernalia in Column B.
Write ONLY the letter of your answer on your ½ sheet of paper.
Column A Column B
___1. It is used to store guestroom keys. A. Calculator
___2. It is a form used for confirming a reservation of a guest’s booking. B. Computer
___3. It is designed to talk into and hear messages through so that you C. Information form
can communicate with someone far away. D. Information rack
___4. It is used to reads data magnetically encoded and stored E. Key rack
on the magnetic tape strip on credit card. F. Magnetic strip
reader
___5. It is designed to transmit sound typically voices over a G. Printer
distance using wire or radio. H. Reservation Form
___6. It is designed to fill up some important information of the guests. I. Room Rack
___7. It provides functionality and data necessary to take orders, J. Reservation form
configure complex products and provide effective service and support K. Telephone
to customers. L. Time Stamp
___8. It performs arithmetic operations on numbers. M. Time Clock
___9. It is designed to hold and store information forms.
___10. It is a machine for printing text or pictures onto paper,
especially one linked to a computer.

DAY 1 – January 16, 2018
Semi-Detailed Lesson Plan in Technology and Livelihood Education

9:45-10:45/10:45-11:45AM
I. Objectives
 Conduct a performance-based assessment in using equipment, tools, and paraphernalia based on the task
requirements.
II. Subject Matter
a. Topic: Task Requirements in FOS
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https://setupmyhotel.com/formats/reports-used-in-hotels/fo-report.html
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http://www.callista.net/download/document/hospitality%20reports%20in%20a
%20nutshell.pdf
u.tw/db/upload/site_dynamicPageUpload/99%A4W%BE%C7%B4%C1Hotel
%20dialogue%20.pdf
c. Materials: visual aids, cartolina, and felt-knibbed pen.
d. Skills: Conducting
e. Values: show importance through a role playing in conducting a performance-based

assessment in using equipment, tools, and paraphernalia based on the task
requirements.
III. Procedure/ Developmental Activity

A. Preparatory/Preliminary Activity
1. Prayer
- The assigned student for the day will lead the prayer in front of the class.
2. Greetings
- The teacher will greet “Good! Morning” to the students.
- The students will response to the teacher.
3. Attendance
- The teacher will check the attendance of the students to monitor them well through looking the
desk.
4. Review
- The teacher will review the class through eliciting questions about the classification and
description of tools, equipment, and paraphernalia based on the task requirements and its types
and functions.
5. Motivation
- The teachers will let the students to follow the steps in dancing monkey video presentation.
B. Lesson Proper
- The teacher will present the new topic which is Task Requirements in FOS.
- The teacher will present the objective which is to conduct a performance-based
assessment for using tools, equipment, and paraphernalia based on the task requirements.
C. Discussion (Group Activity)

- The teacher will discuss the tasks and its requirements.
- The teacher will divide the class into four groups.
- The teacher will conduct an activity to let each group to conduct a performance-based
assessment for using tools, equipment, and paraphernalia based on the task requirements.
- The teacher will provide an activity sheet to each group and rubrics for them to have a guide in
doing the task.
- The students will be rated based from the rubrics given to evaluate the performance of the
learners.
- The teacher will check the activity sheet as well as their performance and give reinforcement or
feedback right after their task for better development on their strengths and weaknesses.
Group 1
Activity Sheet
I. Objective
 Conduct a performance-based assessment in using equipment, tools, and paraphernalia based on the
task requirements.
II. Materials
 Activity sheet, pentel pen, and rubrics, and computer.
III. Procedures
Task: Perform a role play by using equipment, tools, and paraphernalia in calling a guest for confirmation of
reservation.
Rubrics in Role Playing
IV. Posing Question

1. What equipment, tool or paraphernalia did you use in performing a role play paraphernalia in calling a
guest for confirmation of reservation?
Answer: Telephone and reservation form.
Group 2
Activity Sheet
I. Objective
task requirements.
II. Materials
 Activity sheet, pentel pen, and rubrics, telephone, computer and forms.
III. Procedures
Task: Perform a role play by using equipment, tools, and paraphernalia in replying a message using an e-mail
to settle inquiries of a guest for their satisfaction.
IV. Posing Question

1. What equipment, tool or paraphernalia did you use in performing a role play paraphernalia in replying a
message using an e-mail to settle inquiries of a guest for their satisfaction?
Answer: Computer
Group 3
Activity Sheet
I. Objective
task requirements.
II. Materials
 Activity sheet, pentel pen, and rubrics, and computer.
III. Procedures
Task: Perform a role play by using equipment, tools, and paraphernalia in calling a guest for confirmation of
reservation.
IV. Posing Question

1. What equipment, tool or paraphernalia did you use in performing a role play paraphernalia in calling a
guest for confirmation of reservation?
Answer: Telephone and reservation form.
Group 4
Activity Sheet
I. Objective
task requirements.
II. Materials
III. Procedures
Task: Perform a role play by using equipment, tools, and paraphernalia in replying a message using an e-mail
to settle inquiries of a guest for their satisfaction.

IV. Posing Question
1. What equipment, tool or paraphernalia did you use in performing a role play paraphernalia in replying
a message using an e-mail to settle inquiries of a guest for their satisfaction?
Answer: Computer
Group 1
Activity Sheet
I. Objective
task requirements.
II. Materials
III. Procedures
Task: Perform a role play in using equipment, tools, and paraphernalia in computing all charges of a
guest.

IV. Posing Question
1. What equipment, tool or paraphernalia did you use in performing a role play paraphernalia in replying a
message using an e-mail to settle inquiries of a guest for their satisfaction?
Answer: Calculator
Group 2
Activity Sheet
I. Objective
task requirements.
II. Materials
III. Procedures
guest.

IV. Posing Question
Answer: Calculator
Group 3
Activity Sheet
I. Objective
task requirements.
II. Materials
III. Procedures
guest.

IV. Posing Question
Answer: Calculator
Group 4
Activity Sheet
I. Objective
task requirements.
II. Materials
III. Procedures
Task: Perform a role play in using equipment, tools, and paraphernalia in computing all charges of a guest.

IV. Posing Question
Answer: Calculator
Group 5
Activity Sheet
I. Objective
task requirements.
II. Materials
III. Procedures
Task: Perform a role play in using equipment, tools, and paraphernalia in computing all charges of a guest.

IV. Posing Question
Answer: Calculator
D. Generalization
- The teacher will elicit questions based from the role play they performed in using equipment,
tools, and paraphernalia in computing all charges of a guest.
- The teacher will let the teacher to reflect the importance in conducting a performance-based
assessment for using equipment, tools, and paraphernalia based on the task requirements.
D. Evaluation
-Note: The activity will serve as their evaluation.
E. Assignment
- The teacher will let the students to copy the assignment and let it read simultaneously
Directions: Research one sample of self-evaluation rubric. Write in a short bond paper. To be passed next meeting.
Summative Test LO2
Activity Sheet
A. Performance test
- Telephone
- Reservation form
- Computer
- Calculator
- Pens
Procedures:
1. Perform a role play by using equipment, tools, and paraphernalia based on the task requirement given:
calling a guest for confirmation of reservation, replying a message using an e-mail to settle inquiries of a guest
for their satisfaction, and computing all charges of a guest.

Directions: Choose the letter of the correct answer. Write only your answer on a ½ sheet of paper.
1. It is It is designed to transmit sound typically voices over a distance using wire or radio.
a. Walkie-talkie b. Telephonec. Computer d. Cellphone
2. It performs arithmetic operations on numbers.
a. Walkie-talkie b. Telephonec. Computer d. Calculator
3. It provides functionality and data necessary to take orders, configure complex products and provide effective service
and support to customers.
a. Walkie-talkie b. Telephonec. Computer d. Cellphone
4. It is a form used for confirming a reservation of a guest’s booking.
a. Information form b. Information rack c. Reservation form d. Reservation rack
5. It is designed to hold or store reservation forms.
a. Information form b. Information rack c. Reservation form d. Reservation rack

January 18, 2018

9:45-10:45 / 10:45-11:45AM
I. Objective
 perform self-evaluation with regard to the use of FOS tools, equipment, and paraphernalia using rubrics.
II. Subject Matter
a. Topic: Rubric for Self-evaluation
https://www.google.com.ph/search?biw=1093&bih=490&tbm=isch&sa=1&ei=
D_4_YBQ&q=sample+of+self+evaluation+analytic+rubrics&oq=sample+
of+self+evaluation+analytic+rubrics
http://www.selbstevaluation.de/home/
c. Materials: Visual aids, activity sheets, felt-knibbed pen.
d. Skills: performing and reflecting
e. Values: to act honesty in performing self-evaluation with regard to the use of FOS tools,
equipment, and paraphernalia using rubrics.
IV. Procedure/ Developmental Activity

A. Preparatory/Preliminary Activity
1. Prayer
2. Greetings
3. Attendance
desk.
4. Review
- The teacher will let the students to use rubrics in evaluating the performance in rendering
aftercare activities.
- The teacher will elicit questions about the result of their evaluation and how they need to answer
their weakness if there is.
- The teacher will let the students to reflect in evaluating the performance in rendering aftercare
activities.
B. Motivation
- The teacher will let the students to stand properly and let them find their comfortable place.
- The teacher will show a video clip.
- The teacher will let the students to follow the dance individually entitled “Bear”.
C. Lesson Proper
- The teacher will present the new topic which is Rubric for Self-evaluation.
- The teacher will present the objective which is to perform self-evaluation with regard to the use of
FOS tools, equipment, and paraphernalia using rubrics.
D. Discussion (Group Activity)

- The teacher will discuss the definition of self-evaluation.
- The teacher will present the simple self-evaluation rubric.
- The teacher will provide an activity sheet to every learner and rubrics for him/her to have a guide
in doing the task.
- The every student will be rated based from the rubrics given to evaluate the performance of the
learners.
- The teacher will check the activity sheet and give reinforcement or feedback right after their task
for better development on their strengths and weaknesses.
Individual Activity
I. Objective
 perform self-evaluation with regard to the use of FOS tools, equipment, and paraphernalia using rubrics.
II. Materials
 Activity sheets, ballpen, and rubric.
III. Procedures
1. In the given rubric below, perform self-evaluation with regards to the use of tools, equipment, and
paraphernalia.
2. Read each criterion, level of performance and its descriptors heartily.
3. Rate yourself if you have done the specific descriptor whether 5 for excellent, 3 for good, and 1 for needs
improvement.
4. Write your score in the empty box provided by choosing the level of performance and see to it that you
rated your performance honestly.
Name:
Rubric for Self-Evaluation
Directions: Rate yourself using the rubric below. Write your score in each criterion on the space provided.
IV. Posing Question

1. Based from the rubric that you had self-evaluated, cite at least one criterion that you think you are least
with and needs more improvement.
Answer: Focused on the task
F. Generalization
- The teacher will ask the students about performing self-evaluation with regard to the use of FOS
tools, equipment, and paraphernalia using rubrics.
- The teacher will let the students to reflect in performing self-evaluation with regard to the use of
- The teacher will let the students to say about their self-evaluation for deeper learning.
IV. Evaluation
- Note: The self-evaluation will serve as their evaluation.

V. Assignment
- The teacher will let the students to copy the assignment and let it read
simultaneously.
Directions: Make a reflection paper about the importance in knowing the result of using rubric in doing self-evaluation
with regard to the use of FOS tools, equipment, and paraphernalia. Write it in 1 whole sheet of paper. You will be rated
based from the rubrics given below. To be passed next meeting.
Summative Test LO3
Activity Sheet
C. Performance test
- Pens
- Rubric
Procedures:
5. In the given rubric below, perform self-evaluation with regards to the use of tools, equipment, and
paraphernalia.
improvement.
D. Paper and pencil test
Directions: Identify what each statement wants to convey. Write directly your answer in a ½ sheet of paper.
__________1. It provides functionality and data necessary to take orders, configure complex products and provide
effective service and support to customers.
__________2. It is designed to hold or store reservation forms.
__________3. It is It is designed to transmit sound typically voices over a distance using wire or radio.
__________4. It is a form used for confirming a reservation of a guest’s booking.
__________5. It performs arithmetic operations on numbers.

Day 1 – January 22, 2018

9:45-10:45 / 10:45-11:45AM
I. Objective
At the end of 60-minute period, the students are expected to:
 Clean tools and equipment after use according to standard operating procedures.
II. Subject Matter

a. Topic: Standard Operating Procedures in Cleaning Tools and Equipment.
b. References: K-12 Basic Curriculum Guide in Technology and Livelihood
Education, p.2
c. Materials: Visual aids, felt- knibbed pen, pictures and scatch tape.
d. Skills: Cleaning
e. Values Integration: recognize the importance in cleaning tools and equipment following the
standard operating procedures.
III. Procedure
Preliminary Activity
Everybody stand. Francis, lead the prayer. In the name of the father and of the Son and of
the Holy Spirit, Amen. Good morning Lord, thank
you for this new and wonderful day. Give us the
strengths to fulfill our dreams. Bless us by your
power and love. Amen. In the name of the Father
and of the son, and of the Holy Spirit, Amen.
Good morning class. Good morning, Miss Miramonte. Good
morning classmates, good morning.
Class, pick up all the garbage under your chair and
immediately throw it in the trash can. Yes, Ma'am.
Observe proper alignment of your chairs.
Take your seats class. Thank you Ma'am.
Ms. Sarah, who are absents today? No one is absent Ma'am.
Very good!
Who can recall the classroom rules that we had
implemented? I, Ma’am
Yes, Julayha. 6. Respect others as you respect yourself.
7. Participate during class discussion.
to be recognized.
classroom.
Very well said. I am hoping that you will
always inculcate those into your minds.
A. Review
What have we done yesterday? Yesterday, we classified tools and equipment
according to types and functions.
Very Good! What are those four (4)
classifications? I, Ma’am.
Yes, Saifullah. Racks, telecommunication, forms and support
devices Ma’am.
Very Good!
Is key rack classified as rack? Yes, Ma’am.
Very good!
Okay, what are those tools or equipment
classified as rack? Key rack and room rack.
Why key and room rack classified as rack? Because both can hold or used to store things
like keys and room slips.
Very good!
What tools or equipment classified as
telecommunication? I, Ma’am.
Yes, Charmaine. Telephone and fax machine Ma’am.
Very well said.
Why they were classified as telecommunication? I, Ma’am.
Yes, Caudette. Telephone and fax machine are classified as
telecommunications because they could transmit
sounds, pictures, words, or even messages.
Very well said.
Telephone and fax machine are classified as
telecommunications because they were used for
communications like transmitting messages, words
or sounds to the other places.
What are the tools and equipment classified as
forms? I, Ma’am.
Yes, Paul. Reservation form and safe deposit form.
Why they were classified as forms? I, Ma’am.
Yes, Sarah. They were classified as forms because they
were documents or paper with spaces in which to
write or select.
These forms classified as forms because they
can be used for writing or filling up something, also
it is a form used for a receptionist when a guest has
something needs to fill-up.
What are the tools or equipment classified as
supporting devices? I, Ma’am.
Yes, Julayha. Time stamp, magnetic strip reader and
security monitor.
Very good!
Why they were classified as supporting
devices? I, Ma’am.
Yes, Daniel. They were classified as supporting devices
because these three said devices can support and
Very well said. protect every worker or guest in a hotel or any
They were classified as supporting devices because establishment.
they were all devices that are needed in any
establishment or in a hotel that support or protect
every individual.
Is there any questions regarding from our last
lesson? No, Ma’am.
Very good everyone.
Let us proceed to our new activity.
B. Motivation
This day, I will group the class into three
groups because we are going to have a new
activity.
Starts counting from you. (1,2,3,…..1,2,3,….1,2,3,…)
Group 1, please stand and recognize your
members. Yes, Ma’am.
Each group will choose 1 representative. Here,
listen to my instructions. Your representative or
each representative will come in front to pick a word
or words then, he or she will say the word without
any sounds. Someone can act by a word he/she
picked as long as there’s no sound to be heard. The
rest of the members will guess on what the
representative trying to convey. Each group will be
given two minutes. As much as possible, you can
guess more words to be declared as winner.
Okay, group 1, please stand and immediately
form a circle in the center.
 Tools
 Equipment
 Clean
 Use
 Procedures
Group 1, your time starts now.

(after 2 minutes)
Group 1, got 4 words.
Let us proceed to Group 2.
Immediately form a circle in the center.
Okay, your time starts now.
Time is up! Group 2 got or guessed 3 words
within two minutes.
Okay, go back to your proper seats. Group 3,
form a circle in the center. Your time starts now!
Time is up, Group 5 got or guessed 15 words Yes, Ma’am
within 2 minutes.
Okay, everybody go back to your chairs. Clap! Clap! Clap!
Everybody, give a round of applause for
yourselves as your greatest incentive in the activity.
Now, let us proceed to our new topic.
III. Lesson Proper
1. Presentation
Based from the activity that you did a while
ago, what will be our new lesson for this morning? I, Ma’am.
Yes, Francis. Steps in cleaning tools or equipment Ma’am.
Very good! Steps or procedures in cleaning

tools or equipment.
Everybody read the subject matter. Procedures in Cleaning tools and equipment.
Before anything else, let us read our lesson
objective that we need to come up after all.
Simultaneously read the lesson objective. Clean tools and equipment after use
Very well said. This objective will be our guide according to standard operating procedures.
and needs to be achieved by every learner to get
important things.

We have another activity class. I will group the class
into 5 groups. Starts counting from you. (1,2,3,4,5,…..1,2,3,4,5,….1,2,3,4,5,…)
members. Group 2, stand up and recognized your
members. Group 3, recognize your members.
Group 4, recognize your members. Group 5,
recognize your members.
Group 1 will stay at the right side near the door.
Group 2 will stay at the back of group 1. Group 3 will
stay at the center back portion of the classroom.
Group 4 will stay at the left side near the window.
And group 5 will stay at the back of group 4.
Everybody stand and immediately go to your
respective area and form a circle without making
unnecessary noise. Yes, Ma’am.
Are you all settled class? Yes, Ma’am.
One representative for each group to get your
worksheets here in front.
Listen to my instructions class. What are you
going to do is to determine the step by step process
in cleaning equipment after use according to
standard operating procedures by arranging the
strips given and afterwards, paste the strips on its
designated area or step below. I’ll give 5 minutes to
finish the task given.
Is there any clarifications regarding the activity? No, Ma’am.
In addition, after arranging it, immediately
answer the posing questions comprehensively.
(The teacher is roaming around the class)
Every group, prepare and list your member as
well as your group name in a ¼ sheet of paper. Yes, Ma’am.
(After 5 minutes)
Time is up! Each group will choose 1
representative to present your output.
Group 1, yes Francis. Present your task.
Group 1
V. Objective:
 Clean tools and equipment
after use according to
standard operating
procedures.
VI. Materials:
 Worksheet, strips, felt-
knobbed pen.
VII. Procedures:
9. Determine the step by step
process on how to clean tools
and equipment after use
according to standard
operating procedures by
arranging the rumbled strips.
10. Paste the strips on its
designated step below.
“Standard Operating Procedures in Cleaning
Reception Desk”
Step 1: Take everything off your desk.
Step 2: Wipe down all surfaces.
Step 3: Arranged and organized essential
materials.
. Step 4: Throw out your garbage.
VIII. Posing Questions

3. What is the step 4 in cleaning
reception desk?
Answer: throw out your garbage.
4. Why do we need to follow the
standard operating procedures in
cleaning reception desk?
Answer: To ensure the
cleanliness of the area as well
as it promotes good result.
Very good! Group 1. Let us give them a big 3
claps! Clap! Clap! Clap!
Let us check if your answers are correct.
Group 1, are you familiar with reception desk in
a hotel? Yes, Ma’am.
Okay, everybody read the definition? Reception desk is the front desk in a hotel
where guests can book rooms or ask questions.
Very good! So, this is an example of a
reception desk. As you can see there are many
things above the desk. If you are one of the
receptionists of course, you are using this desk.
After using it or if you want to clean it, what is the
first step you are going to apply? I, ma’am.
Yes, Hanna. Take everything off your desk.
Why do you say so? Because it helps every individual to clean the
desk easily and to avoid damages on the things.
Very well said. Therefore, we need to get all
things in the desk. This will ensure that the desk is
properly cleaned.
After taking off everything above your desk.
What would be the next step to do? I, Ma’am.
Yes, Tricia. Wipe down all surfaces.
Very good!
Then, why do you say so? I, Ma’am.
Yes, Jaifa. Because you can wipe down all surfaces
unless if you don’t take off first your things in the
Very good! Why do we need to wipe down all desk.
surfaces? I, Ma’am.
Yes, Glenelyn. Because it helps to get off all dust in all the
surfaces of the desk.
Very good!
Group 1, why do you say that after wiping
down all surfaces the next step to do is arranged
and organized essential materials? I, Ma’am.
Yes, Jonna. It is because, if you’re going to arrange or
organize the things without wiping first the desk,
the dirt or dust in the desk will transfer into the
essential materials.
Very good!
Then, why do we need to arrange and organize
essential materials? I, Ma’am.
Yes, Reynald. Because when the time comes that you’re
about to use or find something that you needed
most, it can easily be found and it is convenient
and less hassle or it didn’t consume more time.
Very well said. We need to arrange and
organize essential materials after wiping down all
surfaces because it promotes convenience to every
worker.
Group 1, why do you say that throwing out your It is because after organizing and arranging
garbage is the last step to do in cleaning desk? the materials you can now evaluate what are those
things you’re going to dispose.
Very good!
Why do we need to throw out garbage? I, Ma’am.
Yes, Hazel. In order to maintain cleanliness and safety to
the workers.
Very well said. We ought to throw out garbage
for it promotes cleanliness of the equipment. As well
as to ensure the safety specifically the health of
every individual.
Very good! Group 1, you’ve arrange the strips
in order in cleaning the reception desk.
Is throwing garbage is the fourth step in
cleaning reception desk? Yes, Ma’am.
Very good!
How about the second posing question? So To ensure the cleanliness of the area as well
why do we need to follow the standard operating as it promotes good result.
procedures in cleaning reception desk?
Very good! This will serve as guides in
maintaining and promoting cleanliness and safety.
Group 2,3,4, and 5, please stand. Let us give
the group 1 a one big clap for they answered it
correctly. Clap!
Yes, Jamella present your output. Group 2
I.Objective:
standard operating
procedures.
II. Materials:
knobbed pen.
III. Procedures:
process on how to clean tools
and equipment after use
according to standard
operating procedures by
2. Paste the strips on its
designated step below.
Computer”
Step 1: Turn off your computer.
Step 2: Wipe computer screen using a dry cloth.
Step 3: Gently brush the key board.
Step 4: Use cotton swab to clean the mouse
sensor.

1. What is the first step in cleaning
computer?
Answer: turn off your computer.
standard operating procedures
in cleaning reception desk?
Answer: To ensure the
functionality or the condition of
the computer as well as the
cleanliness.
Group 2, are you familiar with computer? Yes, Ma’am.
Okay, everybody read the definition? Computer is a device that accepts information
(in the form of digitalized data) and manipulates it
for some result based on a program or sequence
of instructions on how the data is to be process.
Very good! So, this is an image of a computer
and I know that you are very familiar with this one
for we usually use and see this every day.
After using the computer of course, you need
to clean it. Are you sure group 2 that turning off the
computer is the first step to apply? Yes, Ma’am.
Why do you say so? It is because, before proceeding to the next
step we need to turn off it to prevent or avoid risk
or any damages on the computer.
Very well said. Therefore, we need to turn off
the computer first to ensure that there are no
accidents and damages happen.
After turning off the computer, what would be
the next step to do? Wipe computer screen using a dry cloth.
Are you sure? Yes, Ma’am.
Then, why do we need to use a dry cloth To avoid any damages Ma’am.
instead of a damp cloth in wiping computer screen?
Very good! It damages the computer. In
addition, computer is very sensitive. We need to
wipe it using a dry cloth only to ensure that there are
no damages or problems after all.
Group 2, does gently brushing the keyboard is
the third step? Yes, Ma’am.
Why do you say so? It is because, the main part or so-called the
screen itself has done cleaning, the other parts will
follow which is the keyboard. We need to clean
from up to down of the part of the computer or
from biggest to smallest part.
Very well said. Then why do we need to brush
the keyboard gently? I, Ma’am.
Yes, Charmaine. It is because, to avoid damages. Just gently
brush the keyboard to ensure that there would be
no problem happens after cleaning it.
Very good! If you don’t want to have a bad

happen then, be careful or gently brush the
keyboard to ensure the cleanliness as well as the
condition of it.
Group 2, are you sure that using cotton swab
to clean the mouse sensor is the last step in
cleaning computer? Yes, Ma’am.
Why do you say so? It is the last step because this is the most
smallest and the last part of the computer to be
cleaned.
Very good! Why do we need to use cotton We need to use cotton swab in cleaning
swab to clean the mouse sensor? mouse sensor to avoid scratches.
Very well said. Cotton swab is the best thing to

use to clean the mouse sensor.
Group 2, your answers are correct. Let us
proceed to the posing questions.
Is turning off the computer is the first step in
cleaning the equipment? Yes, Ma’am.
Very good! Why do we need to follow the
standard operating procedures in cleaning To ensure the functionality or the condition of
computer? the computer as well as the cleanliness.
Very good! We need to follow the standard
operating procedures to ensure that we cleaned the
equipment properly. This will promotes the
cleanliness and ensure the condition of the
computer. Furthermore, it prevents damages or any
hazards and risks.
Very good! Group 2!
Let us give them a one big clap! Clap!
Day 2: February 23, 2018
Yes, Hanna present your output.
Group 3
. I. Objective:
standard operating
procedures.
II. Materials:
knobbed pen.
III. Procedures:
process on how to clean tools and
equipment after use according to
standard operating procedures by
2. Paste the strips on its designated
step below.
Printer”
Step 1: Take out the ink-head or cartridge.
Step 2: Gently clean the print head.
Step 3: Put the cartridge back in.
Step 4: Start a print test to make sure you’ve
gotten rid of excess ink.

1. What is the fourth step in cleaning
printer?
Answer: Start a print test to
make sure you’ve gotten rid of
excess ink.
standard operating procedure in
cleaning printer?
Answer: It is because, it helps to
achieve good results on a
certain thing. To ensure the
printer is cleared properly.
Are you familiar with printer class? Yes, Ma’am.
Everybody read the definition of printer. Printer is a machine for printing text or
pictures onto paper, especially one lined to a
computer.
I know that you are very familiar with this class.
So, this is a picture of a printer.
Now, do you think that taking out the ink-head Yes, Ma’am because the cartridge is the
or cartridge is the first thing to do? Why? fundamental part of a printer. This area or part is
Very good! The first step to do in cleaning badly need to clean.
printer is we need to take out ink-head or cartridge
before cleaning it.
How about the second step? Are we needed to
clean gently the print head? Yes, Ma’am.
Why do you say so? We need to clean gently the print head to
foster the cleanliness and can have a good result
as well.
Very good! We don’t need to clean harshly for
it can cause damages or problems on a certain
thing.
After cleaning gently the print head, do we
Yes, Ma’am
need to put the cartridge back in?
Of course Ma’am, we are done cleaning the
Why do you say so? print head then, we need to put the cartridge back
in.
Very good! We need to put the cartridge back
in or in short, we need to go back on its proper
storage to avoid dirt to contact.
Are you sure Group 3 that starting a print test
to make sure you’ve gotten rid of excess ink is the
last step? Yes, Ma’am.
Very good! Then, why do you say so Francis. Of course Ma’am, we are done cleaning the
printer and to ensure that there’s no any problem
we need to have a test to see if the problem was
Very well said! We need to start a print test to solved.
make sure that there’s no excess ink left.
Does start a print test to make sure you’ve
gotten rid of excess ink is the last step in cleaning
the printer? Yes, Ma’am.
Very good!
Why do we need to follow the standard It is because it helps to achieve good results
on a certain thing. To ensure the printer is cleaned
operating procedures in cleaning printer?
properly.
Very well said. We need to follow the standard

operating procedures in cleaning printer to ensure
the cleanliness and its functionality and has a good
quality in terms of the condition.
The group 3 is correct, let us give them a one
Clap!
big clap.
Day 2 – January 23, 2018
Now, let us proceed to group 4. Yes, Sarah

present your output. Group 4
I. Objective:
standard operating
procedures.
II. Materials:
knobbed pen.
III. Procedures:
1. Determine the step by step process on
how to clean tools and equipment after
use according to standard operating
procedures by arranging the rumbled
strips.
2. Paste the strips on its designated step
below.
Telephone”
Step 1: clean the handset with a cloth soak with
rubbing alcohol.
Step 2: wipe the surface of the phone body.
Step 3: clean the cord with a damp cloth.

1. What is the next step after wiping the
phone body?
Answer: clean the cord with a damp
cloth.
2. Why do we need to follow the standard
operating procedure in cleaning
telephone?
Answer: It is because it ensures that the
telephone is cleared properly.

Are you familiar with a telephone class? Yes, Ma’am.
Very good! This is an image of a telephone.
Everybody read the definition of a telephone.
Telephone is a system that converts acoustic
vibrations to electrical signals in order to transmit
sound, typically voices, over a distance using wire
or radio.
After using a telephone or when you’re about to
clean it, does cleaning the handset with a cloth soak
with rubbing alcohol is a first step to apply? Yes, Ma’am.
Very good! What do you mean for this
statement class? I, Ma’am.
Ma’am, we need to soak the cloth with
Yes, Claudette.
rubbing alcohol and wipe or clean the handset
immediately.
Very good! We need to clean the handset

using a cloth soak with rubbing alcohol to remove
any dust or dirt.
Are you sure Group 4 that wiping the surface of
the phone body is the second step after cleaning the
handset? Yes, Ma’am.
If that so, then what do you mean for that step?
It means Ma’am that we need to wipe all
areas or parts of the phone body.
Very good! We need to wipe the surface of the
phone body to remove the dust or any dirt from the
phone.
So, after wiping the surface of the phone body,
what would be the next step to do? Clean the cord with a damp cloth.
If that so, what do you mean for this step

class? Ma’am we need to clean or wipe the cord of
the telephone using a damp cloth
Why do we need to clean the cord using a
damp cloth? Because, using damp cloth can remove any
dirt or dust on certain equipment.
Very well said! Why do you think class that
these are the standard operating procedures in
cleaning telephone? Ma’am it ensures that the telephone is
cleaned properly without any damages. It
keeps good condition and functionality of the
Very good Group 4! Let us proceed to the equipment.
posing questions.
Does cleaning the cord with a damp cloth is the
Next step after wiping the surface of the phone
body? Yes, Ma’am.
Very good! We need to clean the cord using a
damp cloth after wiping the surface of the phone
body to ensure that there’s no dirt left.
Again, why do we need to follow the standard
operating procedures in cleaning telephone? It ensures that the telephone is properly
Very good! In addition, it maintains the cleaned.
functionality and a good condition of the telephone.
Fortunately, good job! Group 4. Let us give
them a one big clap! Clap!
This moment, let us proceed to the next group,
which is the Group 5.
Yes, Charmaine present your task in front of
the class. Yes, Ma’am.
You may start. Group 5
I. Objective:
standard operating
procedures.
II. Materials:
knobbed pen.
III. Procedures:
1. Determine the step by step process
on how to clean tools and equipment
after use according to standard
operating procedures by arranging
the rumbled strips.
2. Paste the strips on its designated
step below.
Fax Machine”
Step 1: Wipe the body surface of the fax
machine.
Step 2: Clean the document scanner.
Step 3: Test the fax machine to see any damage
after cleaning.

1. What is the last step in cleaning fax
machine?
Answer: Test the fax machine to see any
damage after cleaning.
2. Why do we need to follow the standard
operating procedure in fax machine?
Answer: We need to follow because it
helps every worker to promote their
equipment like fax machine in a
clean and good way.
Group 5, are you familiar with the fax machine? Yes, Ma’am.
Very good! Everybody read the ideal definition. Fax Machine is a machine used for
transmitting and receiving faxes.
If you want to clean the fax machine, what
would be the first step in cleaning it? Wipe the body surface of the fax machine.
If that so, why do we need to wipe first the
body surface of it? To remove the dust or any dirt from the fax
machine.
Very good! So, this is the first step. After wiping
the body surface, what will you do next? Clean the document scanner Ma’am.
If that so, can you point out where is the
document scanner based from this picture? This is a document scanner Ma’am.
Very well said. Why do we need to clean the

document scanner? Of course Ma’am to remove the dirt and
keep the document scanner cleared.
Very good! We need to clean the document
scanner to maintain its good condition and
cleanliness of the equipment.
What is the next or the last step to do? Test the fax machine to see any damages
after cleaning.
If that so, why do we need to test the fax
machine after used? To evaluate any problems or the result in
Very good! We need to test the fax machine cleaning fax machine.
whether it has a good result or not after cleaning.
Very good Group 5! You’ve arranged the step
correctly. Now, let us proceed to the posing
questions.
Does testing the fax machine to see any
damage is the last step in cleaning fax machine? Yes, Ma’am.
Very good! We need to test the fax machine
after cleaning to evaluate its condition.
Why do we need to follow the standard It helps every worker to promote their
operating procedures in cleaning fax machine? equipment like fax machine in a clean and
good condition.
Very good! It maintains the cleanliness of the
equipment as well as its condition. If we follow then,
we can assure that there are no damages that will
happen for we cleaned it properly following the
Is there any clarification from the lesson that
we tackled? No, Ma’am.
If that so, then let us give ourselves a one big
clap! Clap!
3. Individual Activity
Everybody go back to your proper seats. Yes, Ma’am.

We have eight columns, right? Yes, Ma’am.
Okay, everybody get ½ sheet of paper. Write
your name as well as your section and date today.
Fold your ½ crosswise into five columns. Write
station 1 in the first column, station 2 in the second
column, station 3 in the third column, station 4 in the
fourth column and station 5 in the fifth column.
Each of you will be given a paper. What you
are going to do is to arrange the rumbled steps in
cleaning specific equipment. Answer or arranged
the steps by station and identify what step of each
item is being asked.
Answers:
Station 1
“Standard Procedures in Cleaning
Telephone”
1. Step ___: clean the handset with a cloth
soak with rubbing alcohol.
2. Step ___: wipe the surface of the phone
body.
3. Step ___: clean the cord with a damp
cloth.
Station 2
“Standard Procedures in Cleaning Fax
Machine”
1. Step ___: Clean the document scanner.
2. Step ___: wipe the body surface of the fax
machine.
3. Step ___: test the fax machine to see any
damage after cleaning.
Station 3
Computer”
1. Step ___: gently brush the keyboard.
2. Step ___: use cotton swab to clean the
mouse sensor.
3. Step ___: turn off your computer.
4. Step ___: wipe computer screen using a
dry cloth.
Station 4
Reception Desk”
1. Step ___: arrange and organize essential
materials.
2. Step ___: throw out your garbage.
3. Step ___: take everything off your desk.
4. Step ___: wipe down all surfaces.
Station 5
Printer”
1. Step ___: gently clean the print head.
2. Step ___: put the cartridge back in.
3. Step ___: take out the ink-head or
cartridge.
4. Step ___: start a print test to make sure
you’ve gotten rid of excess ink.
4. Generalization
What have you learned from our discussion
class? I learned how to clean the equipment after
use according to standard operating
procedures.
Okay, very good!
Class, how to clean reception desk after use
according to standard operating procedures? I Ma’am.
Yes, Francis. We need to take everything off your desk
first afterwards, wipe down all surfaces. This,
arrange and organize essential material.
Lastly, throw out your garbage.
Very good! How about in cleaning telephone?
Yes, Julayha. First, we need to wipe the surface of the
phone body. Second, clean the handset with
a cloth soak with rubbing alcohol. Third,
clean the cord with a damp cloth.
Very good! How about in cleaning fax
machine?
Yes, Hanna. First we need to wipe the body surface of the
fax machine. Second, we need to clean the
document scanner. Third, we need to test
the fax machine to see any damage after
Very well said. How about in cleaning cleaning.
computer?
Yes, Jona. First Ma’am, we need to turn off the
computer. Second step is, we need to wipe
the computer screen using a dry cloth. Third,
we need to gently brush the keyboard.
Lastly, use cotton swab to clean the mouse
sensor.
Very good! How about in cleaning printer?
Yes, Claudette. First we need to take out the ink-head or
cartridge then, gently clean the print head.
Afterwards, we need to put the cartridge
back in and lastly, start a print test to make
sure you’ve gotten rid of excess ink.
Very well said.
Is there any questions class? No, Ma’am.
Very good!
IV. Evaluation
Class, your individual activity serves as your
quiz. That will be 20 points. Yes, Ma’am.
V. Assignment
Class, get your T.L.E notebook and copy your
assignment. Directions: in a short bond paper, make a
reflection paper the importance in cleaning
equipment in a workplace. To be submitted on
February 27, 2018.
Keep all your things and fix yourselves. Yes, Ma’am.
Goodbye class! Goodbye! Miss Nelce, goodbye classmates,

goodbye.

9:45-10:45/10:45-11:45AM
I. Objectives
 store tools, equipment, and paraphernalia in appropriate area in accordance with safety procedures.
II. Subject Matter
a. Topic: Safety procedures in storing equipment, tools, and paraphernalia.

c. Materials: visual aids, felt-knibbed pen, and pictures.
d. Skills: determining
e. Values: show importance through storing equipment, tools and paraphernalia in appropriate area in
accordance with safety procedures.
V. Procedure/ Developmental Activity

E. Preparatory/Preliminary Activity
6. Prayer
7. Greetings
8. Attendance
desk.
9. Review
- The teacher will review the previous topic through eliciting questions.
- The teacher will let the students to ask the standard operating procedures in cleaning equipment,
tools and paraphernalia.
10. Motivation
-The teacher will let the students to spell words using their butt.
Words to spell out:
Store, tools, equipment, printer, computer, pens, safety, and procedures.
F. Lesson Proper
- The teacher will present the new topic which is the effects of hazards.
- The teacher will present the objective which is to determine effects of hazards.
G. Discussion (Group Activity)

doing the task.
- The teacher will conduct an activity o let each group to store tools, equipment, and paraphernalia
in appropriate area in accordance with safety procedures.
learners.
Group 1
Activity Sheet
V. Objective
VI. Materials
 Activity sheet, pentel pen, and rubrics, and printer, pens and computer.
VII. Procedures
 Demonstrate in storing printer in appropriate area following the safety procedures given:
1. Press the power button on your printer to shut it down.
2. Unplug the power and USB cable from the printer and your computer.
3. Remove any paper left in the paper tray.
4. Use masking tape or any low adhesive tape to secure maintenance doors or removable panels.
5. Place printer in a plastic bag.
6. Write “fragile” on each side of the box using highly visible color thick permanent marker.
7. Place the printer right-side-up into a box with protective foam and seal the box with packaging tape.
8. Store in a cool dry place.
VIII. Posing Question

1. How did you store computer in appropriate area in accordance with safety procedures?
Answer: By following the safety procedures properly.
Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedures
 Demonstrate in storing pens in appropriate area following the safety procedures given:
1. Store dual ended markers and pens horizontally and single-ended markers and gel pens vertically with
the capped tip facing down.
2. Store colored pencils vertically/horizontally.
3. Organize large collections in groups of similar colors.
4. Always keep your colored pencils in a computer.
5. Keep colored pencils stored away from direct light/heat.
6. Keep your markers and pens tightly capped.
IV. Posing Question

1. How did you store pens in appropriate area in accordance with safety procedures?
Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedures
 Demonstrate in storing printer in appropriate area following the safety procedures given:
1. Press the power button on your printer to shut it down.
2. Unplug the power and USB cable from the printer and your computer.
3. Remove any paper left in the paper tray.
4. Use masking tape or any low adhesive tape to secure maintenance doors or removable panels.
5. Place printer in a plastic bag.
6. Write “fragile” on each side of the box using highly visible color thick permanent marker.
7. Place the printer right-side-up into a box with protective foam and seal the box with packaging tape.
8. Store in a cool dry place.
IV. Posing Question
Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedures
 Demonstrate in storing pens in appropriate area following the safety procedures given:
1. Store dual ended markers and pens horizontally and single-ended markers and gel pens vertically
with the capped tip facing down.
2. Store colored pencils vertically/horizontally.
3. Organize large collections in groups of similar colors.
4. Always keep your colored pencils in a computer.
5. Keep colored pencils stored away from direct light/heat.
6. Keep your markers and pens tightly capped.
IV. Posing Question

1. How did you store pens in appropriate area in accordance with safety procedures?
Group 1
Activity Sheet
I. Objective
II. Materials
III. Procedures
 Demonstrate in storing computer in appropriate area following the safety procedures given:
1. Turnoff your computer by clicking the power off sign.
2. Unplug the power cables from the computer and wall outlet.
3. Wrap the cables up and secure them with twist ties or rubber bands if desired.
4. Use pallets to raise the computer off from the floor.
5. Cover your computer with a cotton sheet or even a light blanket to protect it from dust.
IV. Posing Question
Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedures
IV. Posing Question
Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedures
IV. Posing Question

Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedures
IV. Posing Question
G. Generalization
- The teacher will ask the students on how to prepare a simple report from arrival to departure of
customers.
- The teacher will let the students to fill up the arrival and departure form based from the dialogue
given during the activity to determine the extent of what they have learned
H. Evaluation
I. Assignment
- The teacher will let the students to copy the assignment and let it read simultaneously.
Directions: Research at least 3 issues or concerns found in a hotel. Identify safety hazard on each issue. Write it in a
short bond paper. To be passed next meeting
January 26, 2018

9:45-10:45 / 10:45-11:45AM
V. Objective
 Check equipment, tools, and paraphernalia regularly for orderliness/tidiness using a checklist.
VI. Subject Matter
f. Topic: Checklist in Checking Equipment, Tools, and Paraphernalia
g. References: K-12 Basic Curriculum Guide in Technology and Livelihood
Education, p.3
h. Materials: Visual aids (activity sheet), pentel pen, equipment, tools, and paraphernalia in FOS.
i. Skills: Checking
j. Values Integration: value the checklist through checking equipment, tools, and paraphernalia
regularly for orderliness/tidiness in front office.
III. Procedure
A. Preliminary Activity
Everybody stand up. Erica, lead the prayer. In the name of the father and of the Son and of
the Holy Spirit, Amen. Lord, thank you for this
wonderful day, bless this day and help us to do the
good things and let us understand the lesson as
we go through in our discussion. In the name of
the Father and of the son, and of the Holy Spirit,
Amen.
Good morning, Miss Miramonte. Good
Good morning class. morning classmates, good morning.
Before you will take your seats, arrange first

your chairs and pick up all the garbages under your Yes, Ma'am.
chair. Put it in the trash can. Thank you Ma'am.
Take your seats class. No one is absent Ma'am.
Joana, who are absents today?
Very good!
Okay, class for us to be guided always and
have a smooth relationship to each other let us first
recall our classroom rules.
Everybody read. 11. Respect others as you respect yourself.
12. Participate during class discussion.
to be recognized.
classroom.
I hope, you will always follow and apply the rules

in order for us to build a smooth relationship to one
another.
B. Review
Class, what we have done last meeting? Last meeting, we stored equipment, tools,
and paraphernalia in appropriate area in
accordance with safety procedures.
Very good!
What are those tools, equipment or
paraphernalia that we stored in appropriate are in
accordance with safety procedures? I, Ma’am.
Yes, Cristine. The equipment, tools, and paraphernalia were
computer, printer and pens Ma’am’.
Very good!
How do we store computer in appropriate
area in accordance with safety procedures? I, Ma’am.
Yes, Claudette? First Ma’am, we need to turn off the
computer. Second, we need to unplug the power
cable from the computer and wall outlet. Third, we
need to wrap the cables up and secure it with twist
ties or rubber band, if desired. Fourth, we need to
use pallets to raise them off the floor. Lastly, we
need to cover the computer with a cotton sheet or
even a light blanket to protect them from dust.
Very well said.
How do we store printer in appropriate area
in accordance with safety procedures? I, Ma’am.
Yes, Rheallyn. First, we need to press the power button on
your printer to shut it down. Second, we need to
unplug the power and the USB cable from the
printer and your computer. Third, we need to
remove any paper left in the paper tray. Fourth, we
need to use painters or masking tape or low
adhesive tape to secure maintenance doors or
removable panels. Fifth, we need to place printer
in a plastic bag. Lastly, we need to place printer
right-side-0-up into a box with protective foam and
seal the box with packaging tape.
Very good!
Then, how do we store pens in appropriate
area in accordance with safety procedures? I, Ma’am.
Yes, Lily Jean. First, we need to store dual-ended markers
and pens horizontally and single-ended vertically
with the capped tip facing down. Second, we need
to store colored pencils vertically or horizontally.
Third, always keep your colored pencils in a
container. Fourth, we need to keep away from
direct light or heat. Firth, we need to keep markers
and pens tightly capped.
Very well said.
Class, is there any questions or
clarifications regarding from the last topic we No, Ma’am.
discussed?
Very good!
C. Motivation
Today, we are going to have a new activity
entitled, “word puzzle”. You are going to find a
word/s and if you already found it just raise your
right hand if you want to answer by encircling it. WORD PUZZLE
C O R G A N I Z E
H L R U B B I S H
E A E D O L L S S
C B L A E S O L E
K E N T N R O S E
B L I E H O U S E
D O P O T A L L Y
Words to be found: organize, check, label, order,

pens, tools, and clean
Very good! The words you have found are
organize, check, label, order, pens and clean.
Everybody give a round of applause. Clap! Clap! Clap!
Not let us proceed to our new topic.
III. Lesson Proper

1. Presentation
Based from the activity that you did a while ago,
what will be our new lesson this morning? I, Ma’am.
Yes, Ralph. Proper checking of tools, equipment and
paraphernalia.
Yes, it could be.
Our topic this morning is, everybody read the Checklist in checking equipment, tools and
subject matter. paraphernalia.
Let us read our lesson objective that we need to
come up at the end of this lesson.
Simultaneously read the learning objective. Check equipment, tools, and paraphernalia
regularly for orderliness/tidiness using a checklist.
Very good! This learning objective will be our
guide to get the essential things.

We have another activity class. I will group
the class into three groups. Starts counting from (1, 2, 3…1, 2, 3…1, 2, 3..)
you.
members. Group 2, stand up and recognize your
members. Group 3, stand up and recognize your Yes, Ma’am.
members.
Group 1 will stay at the right side near the
windows. Group 2 will stay at the left side near the
blackboard. Group 3, will stay at the center back
portion. Everybody stand and immediately go to
your respective area and form a circle without
making an unnecessary noise.
Are you all settled class?
One representative to each group to write the Yes, Ma’am.
names of their members in a 1/ 4 sheet of paper.
Another one representative to each group to
get here in front your activity sheets and the
materials needed in the activity.
Listen to my instructions class, open your
activity sheets gently. As you can see there is an
objective, materials needed to finish the task,
procedures in doing the activity and the posing
questions that needs to answer legibly.
Just follow the procedures in doing the
activity. I will only give five minutes to finish the
activity.
Is there any questions regarding from the
activity? No, Ma’am.
Very good!
Time is up! One representative to present
your output.
Group 1, present your output. By the way, Group 3
your score will depend on the right answers that “Regular Checklist for the Orderliness
you have got in the activity. and Tidiness of Equipment, Tools, and
Paraphernalia in Front Office Services”
I. Objective
 Check equipment, tools, and
paraphernalia regularly for
orderliness/tidiness using a
checklist.
II. Materials
 Pentel pen, activity sheets
(checklist), checklist form,
computer, reception desk,
pens, keys, racks, and forms.
III. Procedures
1. All members of the group will
observe the
orderliness/tidiness on the
assigned tools, equipment or
paraphernalia in the reception
area.
2. Read each checking item and
its corresponding indicator
silently.
3. Check (/) YES if the indicator
corresponds to the orderliness
or tidiness of the equipment,
tools and paraphernalia
otherwise, check (/) if it didn’t
corresponds.
Yes, Ma’am.
Ma’am, we touched the keyboard and the
screen gently and we found out that there’s no
dust left. So, we checked this indicator as YES.
Because we observed it through our eyes.
We found out that the computer stored on its
proper area which is the pallet.
Yes, Ma’am.
Because each container has its own name.
Blue, red and black.
Yes, Ma’am.
Because each container has its own specific
color of pens.
Let us check, if your answers are correct. Yes, Ma’am.

Group 1, based from the observation earlier, is
the computer free from dust? Because we observed Ma’am that the desk
Why do you say so Group 1? has no dust or any garbage under it. In short, the
reception desk is very neat and clean.
Very good!
Group 1, why did you check YES that the Yes, Ma’am.
computer stored on its designated area?
Because we didn’t found any excess pieces
Very good! materials and has no unimportant or unrelated
The computer stored on its designated place materials under the desk.
because it is stored or placed in the pallet or in the
table.
Miranda, are all containers for pens labelled?
Why do you say so?
What are those names?
Very good! Therefore, these were labelled on

its types of color.
Are all pens arranged with the same color? Yes, Ma’am.
Why do you say so?
The importance of using checklist is to help
Very well said. us to be aware if a particular equipment, tools or
Group 1, is the reception desk organized, free paraphernalia is ordered, organized or arranged
of clutter, dust and debris? neatly.
Then, why do you say so?
Very good! If you touch it again, there is no

dust. If you stare with it, there is no garbage at all.
Group 1, is the reception desk has no excess
pieces of equipment or unimportant materials?
How can you say so?
Very good! As we can see the desk, it is very
organized, neat and clean or orderly arranged.
Group 1, you did a good job! You checked
every indicator that corresponds to the
orderliness/tidiness of the equipment, tools, and
paraphernalia using a checklist. Therefore, you
have got six points over six items.
Is the computer free from dust?
Very good!
Then, what is the importance of checklist in
checking equipment, tools and paraphernalia?
Very good! In addition, to their answer, it helps

us to determine its condition.
Now, let us proceed to Group 2.
Yes, Rhealyn. Present your output.
Group 3
I. Objective
 Check equipment, tools, and
paraphernalia regularly for
orderliness/tidiness using a
checklist.
II. Materials
 Pentel pen, activity sheets
(checklist), checklist form,
computer, reception desk,
pens, keys, racks, telephone,
and forms.
III. Procedures
1. All members of the group
will observe each
equipment, tool and
paraphernalia and check it
regularly for orderliness or
tidiness using a checklist
given.
Checked by:
Date:
Signature:
Checkin INDICATORS Y N
g Item E O
S
Reserva Are all reservation forms /
tion placed on its proper rack?
forms /
Are all reservation forms
arranged neatly?
Let us check your answers Group 3. Informat Are all information forms /
Are all reservation forms placed on its proper ion placed on its proper rack?
rack? forms Are all information forms /
Why do you say so? arranged neatly?
1. Are all reservation forms arranged
Okay, touch the reservation rack Rhealyn. neatly?
What is inside?
Are all reservation forms placed on its proper YES NO
rack?
Very good! 2. Are all information forms placed
Are all reservation forms arranged neatly? on its proper rack?
Why do you say so?
YES NO
Very good!
Are all information forms placed on its proper
rack? Yes, Ma’am.
Why do you say so?
Because we found out that all reservation forms
If that so, what is the use of information rack? placed on its proper rack which is the reservation
Very good! rack.
How about this one class, are all information This one Ma’am.
forms arranged neatly? Reservation forms Ma’am.
Why do you say so?
Yes, Ma’am.
Very good! Group 3, you did a good job! You had
checked every indicator that corresponds to the Yes, Ma’am.
orderliness/tidiness of the tools and equipment. Because as we observed Ma’am all forms are
Therefore, you have 20 points. arranged neatly and it didn’t scattered.
Are all reservation forms arranged neatly? Yes, Ma’am.
Very good! So, based from our answer earlier.
Yes, Ralph. Touch or point out the reservation Because it is placed in the information rack
rack where it is labelled for clear identification. Ma’am.
What is the name indicated? It is used to hold or store information forms.
Does reservation rack labelled for clear
identification? Yes, Ma’am.
Very well said.
Is the reservation rack free from dust and debris? Because we determined that it is well organized
If that so, Wilfredo come here in front touch the and clean in short, it didn’t scattered.
reservation rack.
Is your finger has a dust?
Very good!
Do you think, reservation rack is free from dust
and debris?
Group 5 you have 20 points because you had
checked it properly. This one Ma’am.
Is the information rack free from dust and debris? Reservation rack Ma’am.
Very good! Based from the our answer earlier, Yes, Ma’am.
Is everything labelled for clear identification?
Very good! Group 5. Since, you checked it
properly you have 20 points or a perfect score. Yes, Ma’am.
Good job! Everyone! Okay, Ma’am.
Keep it up always!
A round of applause to everyone. No, Ma’am.
Yes, Ma’am.
Yes, Ma’am.
Yes, Ma’am.
3. Individual Activity
Today, let us have an individual activity. Be Clap! Clap! Clap!
prepared always class because I will call two
students every minute. When I called the names of
the two students, they should come here in front
immediately and forma horizontal line. Afterwards, I
will give a checklist on where they need to read first
the checking items and its indicator. When I say go,
he/she will go as fast as he/she can in the reception
area or in the front office to observe and check yes
(/) if the indicator corresponds to the
orderliness/tidiness of the equipment, tools and
paraphernalia otherwise, check NO (/) if it didn’t
corresponds. When you already checked it, give it
back to me and report to me your task. After that, I
will call other students to do the same way and so
on and so forth.
Is that clear class?
Okay, let us start. Remember, one minute every
pair.
Okay your score will be determined how many
right answers you have got each indicator will be
five points. Make sure to answer and check it
properly.
Let us start. Yes, Cheryl and Claudette.
Very good!
CHECK INDICATORS Y N
ING E O
ITEM S
Comput Is the computer free from /
er dust?
Is the computer stored on its /
proper area?
Ma’am, I checked YES because the computer is
free from dust and it corresponds to the
orderliness/tidiness. But, I checked NO to the other
indicator because the computer didn’t stored on its
designated area and it didn’t corresponds.
Very good!
ING E O
ITEM S
Recepti Is the reception desk /
Very good! on desk organized, free of clutter,
dust and debris?
Is the reception desk has /
unimportant5 materials?
Ma’am, I checked NO in the first indicator
because the reception desk was not organized and
has a dust and debris. But, I checked NO also to
the second indicator because the reception desk
has unimportant materials.
ING E O
Very good! ITEM S
Keys Are all keys placed on its /
designated rack?
Are all keys arranged in /
chronological order?
Ma’am, I checked YES because in the first
indicator all keys placed on its designated rack.
But, I checked NO to the second indicator because
all keys were not arranged in chronological order.
Very good! CHECK INDICATORS Y N

ING E O
ITEM S
Reserva Are all reservation forms /
tion placed on its proper rack?
forms Are all reservation forms /
arranged neatly?
Ma’am, I checked YES in the first indicator ij
checking reservation forms because all reservation
forms placed on its proper rack which is the
reservation rack. While in the second indicator, I
checked NO because all indicator were not
Very good! arranged neatly.
ING E O
ITEM S
Reserva Is everything labeled for /
tion clear identification?
Rack Is the reservation rack free /
from dust and debris?
Very good! Ma’am, I checked YES in the first indicator in
checking reservation rack because it is labeled
clearly for identification. While in the second
indicator I checked YES also because the
reservation rack is free from dust and debris.
ING E O
ITEM S
Informat Is everything labeled for /
ion rack clear identification?
Very good!
Is the information rack free /
from dust and debris?
Ma’am, I checked YES in the first indicator in
checking information rack because it is labeled
clearly for identification. While in the second
indicator I checked YES also because the
information rack is free from dust and debris.
ING E O
Very good!
ITEM S
Key Is everything labeled for /
rack clear identification?
Is the key rack free from /
dust and debris?
checking key rack because it is labeled by its
name for clear identification. While in the second
indicator I checked NO also because the key rack
has dust and debris.
4. Generalization
Class, what have you learned from our lesson? CHECK INDICATORS Y N
ING E O
Very good! ITEM S
What are the those tools, equipment or Informat Are all information forms /
paraphernalia that you have checked using a ion placed on its proper rack?
checklist? forms Are all information forms /
What else class? arranged neatly?
Very good! What else? Ma’am, I checked YES in the first indicator in
checking information forms because all information
forms placed on its proper rack which is the
Very well said. information rack. While in the second indicator, I
Class, what is the importance in checking checked NO because all information forms were
equipment, tools and paraphernalia using a not arranged neatly.
checklist?
Yes, Ong.
Very well said. ING E O
Is there any clarifications regarding from the ITEM S
lesson class? Pens Are all containers for pens /
Very good! labeled?
Are all placed on its /
IV. Evaluation designated container?
Your activity will serve as your quiz.
checking pens because all containers of pens
V. Assignment
were labeled. While in the second indicator I
Get your TLE notebook class and write
checked NO because not all pens placed on its
eligibly your assignment.
designated container.
ING E O
Are done copying class?
ITEM S
Keep all your things under your chair then, fix
Telepho Is the telephone free from /
yourselves.
ne dust?
Goodbye class!
Is the telephone stored on its /
designated area?
checking telephone because the telephone has no
dust as I wiped and touched my finger. While in
the second indicator I checked YES also because
it is stored on its designated placed beside the
computer.
I have learned how to check equipment, tools
and paraphernalia using a checklist.
Reservation forms, information forms, and keys

Ma’am.
Computer, pens and reception desk.
Information rack, reservation rack, and key

rack.
The importance of it is to aware every checker.

It will help him or her to take an action on its
condition.
No, Ma’am.
Directions: Research at least five hazards that

may happen in the workplace specifically in a
hotel. Write it in a short bond paper. To be
submitted next meeting.
Yes, Ma’am.
Goodbye Ma’am Miramonte, goodbye

classmates, goodbye!
January 29, 2018

9:45-10:45 / 10:45-11:45AM
I. Objective
 Carry out routine maintenance as per standard operating procedures (SOP).
II. Subject Matter
a. Topic: Standard Operating Procedures

c. Materials: Visual aids, activity sheets, pictures and felt-knibbed pen.
d. Skills: carrying
e. Values: to give appreciation in carrying out routine maintenance of the equipment, tools and paraphernalia
as per standard operating procedures.
VI. Procedure/ Developmental Activity

H. Preparatory/Preliminary Activity
11. Prayer
12. Greetings
13. Attendance
desk.
14. Review
- The teacher will recapitulate in checking equipment, tools and paraphernalia regularly for
orderliness /tidiness using a checklist.
- The teacher will elicit questions about the equipment, tools and paraphernalia they had checked.
- The teacher will let the students to reflect the importance in using checklist in checking
equipment, tools and paraphernalia regularly for orderliness/tidiness.
15. Motivation
- The teacher will let the students to follow the dance individually entitled “Teddy bear”.
I. Lesson Proper
- The teacher will present the new topic which is standard operating procedures.
- The teacher will present the objective which is to carry out routine maintenance as per standard
operating procedures (SOP).
J. Discussion (Group Activity)

- The teacher will discuss in recalling the standard operating procedures in cleaning equipment,
tools and paraphernalia after use.
- The teacher will group the class into five groups.
- The teacher will provide an activity sheet to every group and rubrics for him/her to have a guide in
doing the task which is to carry out routine maintenance as per standard operating procedures
(SOP).
learners.
Group 1
Activity Sheet
I. Objective
II. Materials
 pictures, felt knibbed pen and worksheets.
III. Procedures
 Carry out routine maintenance as per standard operating procedures in cleaning reception desk
given below through performing a demonstration:
“Standard Operating Procedures in Cleaning Reception Desk”

1. Take everything off your desk.
2. Wipe down all surfaces.
3. Arrange and organize essential materials.
4. Throw out the garbage in a proper trash bin.
IV. Posing Question

1. How did you carry out routine maintenance as per standard operating procedures in cleaning
reception desk?
Answer: Through following properly the standard operating procedures in cleaning reception desk.
Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedures
 Carry out routine maintenance as per standard operating procedures in cleaning computer given
below through performing a demonstration:
“Standard Operating Procedures in Cleaning Computer”
1. Turn off the computer.

2. Wipe the computer screen using a clean dry cloth.
3. Gently brush the keyboard.
4. Use cotton swab to clean the mouse sensor.
IV. Posing Question

1. How did you carry out routine maintenance as per standard operating procedures in cleaning computer?
Answer: Through following properly the standard operating procedures in cleaning computer.
Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedures
 Carry out routine maintenance as per standard operating procedures in cleaning printer given
“Standard Operating Procedures in Cleaning Printer”
1. Take out the ink-head or cartridge.

2. Gently clean the print head.
3. Put the cartridge back in.
4. Start a print test to make you’ve gotten rid of excess ink.
IV. Posing Question

1. How did you carry out routine maintenance as per standard operating procedures in cleaning printer?
Answer: Through following properly the standard operating procedures in cleaning printer.
Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedures
 Carry out routine maintenance as per standard operating procedures in cleaning telephone given
“Standard Operating Procedures in Cleaning Telephone”
1. Clean the handset with a cloth soak with rubbing alcohol.

2. Wipe the surface of the phone body.
3. Clean the cord with a damp cloth.
IV. Posing Question

1. How did you carry out routine maintenance as per standard operating procedures in cleaning telephone?
Answer: Through following properly the standard operating procedures in cleaning telephone.
Group 5
Activity Sheet
I. Objective
II. Materials
III. Procedures
 Carry out routine maintenance as per standard operating procedures in cleaning fax maching
given below through performing a demonstration:
“Standard Operating Procedures in Cleaning Fax Machine”
1. Wipe the body surface of the fax machine.

2. Clean the document scanner.
3. Test the fax machine to see any damage after cleaning.
IV. Posing Question

2. How did you carry out routine maintenance as per standard operating procedures in cleaning fax machine?
Answer: Through following properly the standard operating procedures in cleaning fax machine.
Rubric in Carry out Routine Maintenance As per Standard Operating Procedures
Criteria Excellent Good Needs Improvement Score
5 3 2
Carry out the All standard Some standard All standard operating
standard operating operating procedures operating procedures procedures were not
procedures were followed. were followed. followed.
Accuracy They finished the They finished the task They finished the task
task before the time within the time allotted. beyond the time
allotted. allotted.
Utilization They utilized all the They utilized some of They didn’t utilize all the
materials given. the materials given. materials given.
TOTAL
J. Generalization
- The teacher will elicit questions about carrying out routine maintenance as per standard operating
procedures (SOP).
- The teacher will ask the standard operating procedures they carried.
- The teacher will let the students to give appreciation through reflecting in a real life scenario in
carrying out routine maintenance as per standard operating procedures (SOP).
K. Evaluation
- The activity will serves as their quiz.
L. Assignment
Directions: Research a sample rubric in evaluating the performance in rendering aftercare activities. Write it in a short
bond paper. To be passed next meeting. Don’t forget to study it in advance.
January 30, 2018

9:45-10:45/10:45-11:45AM
I. Objectives
At the end of 60-minute period, the students will be able to:
 use rubrics in evaluating the performance in rendering aftercare activities.
II. Subject Matter
a. Topic: Rendering Aftercare Activities
c. Materials: visual aids, card board wheel, cartolina, felt-knibbed pen, and pictures.
d. Skills: recognizing
e. Values: To reflect in a real life situation the importance in evaluating the performance in rendering
aftercare activities.
K. Preparatory/Preliminary Activity
16. Prayer
17. Greetings
18. Attendance
desk.
19. Review
- -The teacher reviewed the previous topic which was maintenance as per Standard Operating
Procedures (SOP)
- The teacher will let the students to elicit questions especially the steps in carry out routine
maintenance as per Standard Operating Procedures (SOP).
- The teacher will ask the students about the importance in carrying out routine maintenance as per
20. Motivation
- The teacher will let the students to spell words using their butt.
- The following are the words to spell using a butt:
o Clean, tool, equipment, computer, pens, printer, telephone and racks.
L. Lesson Proper
- The teacher will present the new topic which is FOS-Related Reports.
- The teacher will present the objective which is to evaluate FOS-related reports using rubrics.
M. Discussion (Group Activity)

- The teacher will divide the class into four (5) groups with the same groups from the last topic
which were cleaning, storing, and checking equipment, tools, and paraphernalia in Front Office
Services.
- The teacher will distribute an activity sheet to each group which is to let them use rubrics in
evaluating the performance in rendering aftercare activities.
- The teacher will give back the last activity sheets to every group that serve as their tool in
evaluating the performance in rendering aftercare activities using rubrics.
learners.
Group 1
Activity Sheet
I. Objective
 use rubrics in evaluating the performance in rendering aftercare activities
II. Materials
 Activity sheets, felt-knibbed pen, and rubrics.
III. Procedures
1. Read every criteria and its descriptors.
1. Evaluate the last work or activity sheets you did last meeting which were cleaning, storing and checking
equipment, tools and paraphernalia in Front Office Services.
improvement.
Criteria Exemplary Proficient Needs Ineffective Total

Development Score
10 8 5 2
Procedures in All procedures in Some procedures Only three All procedures in
cleaning tools, cleaning tools, in cleaning tools, procedures in cleaning tools,
equipment, and equipment, and equipment, and cleaning tools, equipment, and 10
paraphernalia after paraphernalia after paraphernalia after equipment, and paraphernalia after
use use use paraphernalia after use
according to according to according to use according to
standard operating standard operating standard operating according to standard operating
procedures procedures were procedures were standard operating procedures were
executed properly. not executed procedures were not executed
properly. not executed properly.
properly.
storing tools, storing tools, in storing tools, procedures in storing tools, 8
equipment, and equipment, and equipment, and storing tools, equipment, and
paraphernalia in paraphernalia in paraphernalia in equipment, and paraphernalia in
appropriate appropriate appropriate paraphernalia in appropriate
area in accordance area in accordance area in accordance appropriate area in accordance
with safety with safety with safety area in accordance with safety
procedures procedures were procedures were with safety procedures were
properly.
Checking tools, All criteria in Some criteria in Only three criteria All criteria in 10
equipment, and checking tools, checking tools, in checking tools, checking tools,
paraphernalia equipment, and equipment, and equipment, and equipment, and
regularly for paraphernalia paraphernalia paraphernalia paraphernalia
orderliness/tidiness regularly for regularly for regularly for regularly for
using a checklist. orderliness/tidiness orderliness/tidiness orderliness/tidiness orderliness/tidiness
were checked were not checked were not checked were not checked
properly. properly. properly. properly.
28/30
TOTAL SCORE

1. In evaluating fos-related reports using rubrics, what specific criteria did you perform well?
Answer: Procedures in cleaning tools, equipment, and paraphernalia after use
according to standard operating procedures and checking tools, equipment, and
paraphernalia regularly for orderliness/tidiness using a checklist.
2. In evaluating fos-related reports using rubrics, what specific criteria did you least perform?
Answer: Procedures in storing tools, equipment, and paraphernalia in appropriate area in accordance
with safety procedures.
Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedures
2. Evaluate the last work or activity sheets you did last meeting which were cleaning, storing and checking
equipment, tools and paraphernalia in Front Office Services.
improvement.

Development Score
10 8 5 2
properly.
properly.
28/30
TOTAL SCORE

Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedures
2. Evaluate the last work or activity sheets you did last meeting which were cleaning, storing and
checking equipment, tools and paraphernalia in Front Office Services.
3. Rate yourself if you have done the specific descriptor whether 5 for excellent, 3 for good, and 1 for
needs improvement.
4. Write your score in the empty box provided by choosing the level of performance and see to it that
you rated your performance honestly.

Development Score
10 8 5 2
properly.
properly.
28/30
TOTAL SCORE

Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedures
needs improvement.

Development Score
10 8 5 2
properly.
properly.
28/30
TOTAL SCORE

Group 5
Activity Sheet
I. Objective
II. Materials
III. Procedures
needs improvement.

Development Score
10 8 5 2
properly.
properly.
28/30
TOTAL SCORE

M. Generalization
- The teacher will elicit questions about using rubrics in evaluating the performance in rendering
aftercare activities especially the specific criteria they performed least and most.
- The teacher will let the students to reflect in a real life situation the importance in evaluating the
performance in rendering aftercare activities.
- The teacher will let the students evaluate their performance based from the rubrics used.
- The teacher will ask the students the importance in using rubrics in evaluating the performance in
rendering aftercare activities.
IV. Evaluation
- The performance activity will serve as their evaluation.
I. Assignment
Directions: Make a reflection paper about the results of the rubric being evaluated on the performance in rendering
aftercare activities. Write it in a short bond paper. To be passed next meeting.
Summative Test LO1
Activity Sheet
E. Performance test
- Computer, Printer, Telephone and Fax machine
Procedures:
1. Demonstrate in cleaning the assigned equipment, tool or paraphernalia after use according to standard operating
procedures.
2. After cleaning, store the assigned equipment, tool or paraphernalia in appropriate area in accordance with safety
procedures.
3. Look at the assigned equipment, tool or paraphernalia very carefully, see to it that it is clean before to store properly
and immediately say “CHECK” if you already finished the procedure numbers 1 and 2.
F. Paper and pencil test
1. Shari was tasked to clean the computer of her teacher, she turned off the computer first. Which of the following is
the next step that Shari will do in cleaning the computer following the standard operating procedures?
A. Gently brush the screen.
B. Gently brush the keyboard.
C. Wipe the computer screen using a dry cloth.
D. Wipe the keyboard using a dry cloth.
2. In cleaning the printer, after we take out the ink-head or cartridge, what is the next step we will do showing the
standard operating procedures?
A. Brush the cartridge using a soft brush.
B. Brush the print head using a soft brush.
C. Gently clean the cartridge.
D. Gently clean the print head.
3. Liza is doing her project in the computer when she is about to finish her project she realized to use a thing to
cover her computer which it can protect from any dust. If you were Liza, what will you use to cover your
computer?
A. Cotton blanket
B. Cotton sheet
C. Heavy blanket
D. Heavy sheet
4. Aishteru is about to finish the procedures in storing printer, she needs to apply the last step in storing a printer
following its safety procedures. Which of the following is the last step?
A. Put the printer inside the room.
B. Put the printer under the table.
C. Store the printer in a cool dry place.
D. Store the printer in a warm wet place.
5. Just imagine that you are cleaning your telephone, what is the first step will you apply showing the standard
operating procedures in cleaning a telephone?
A. Clean the cord with a cloth soak with rubbing alcohol.
B. Clean the cord with a damp cloth.
C. Clean the handset with a cloth soak with rubbing alcohol.
D. Clean the cord with a dry cloth.
January 31, 2018

9:45-10:45 / 10:45-11:45AM
I. Objective
 perform self-evaluation in the maintenance of FOS equipment, tools, and paraphernalia using rubrics.
II. Subject Matter
https://www.google.com.ph/search?biw=1093&bih=490&tbm=isch&sa=1&ei=D_4_YBQ&q=sampl
e+of+self+evaluation+analytic+rubrics&oq=sample+of+self+evaluation+analytic+rubrics
e. Values: to act honesty in performing self-evaluation in the maintenance of FOS equipment, tools, and
paraphernalia using rubrics.
VII. Procedure/ Developmental Activity

E. Preparatory/Preliminary Activity
F. Prayer
G. Greetings
H. Attendance
desk.
I. Review
- The teacher reviewed the previous topic which was rendering aftercare activities.
- The teacher will elicit questions about using rubrics in evaluating the performance in rendering
aftercare activities especially the specific criteria they performed least and most.
performance in rendering aftercare activities.
- The teacher will ask the students the importance in using rubrics in evaluating the performance in
rendering aftercare activities.
J. Motivation
- The teacher will let the students to follow the dance individually entitled “Bear”.
K. Lesson Proper
- The teacher will present the objective which is to perform self-evaluation in the maintenance of
FOS equipment, tools, and paraphernalia using rubrics.
L. Discussion (Group Activity)

in doing the task.
learners.
Individual Activity
V. Objective: perform self-evaluation in the maintenance of FOS equipment, tools, and paraphernalia using
rubrics.
VI. Materials: Activity sheets, ballpen, and rubric.
VII. Procedures:
9. In the given rubric below, perform self-evaluation with regards to the last activity done in the maintenance
of FOS equipment, tools, and paraphernalia.
improvement.
Name:

1
5 3
Maintenance of The equipment, tools, Not all equipment, tools, All equipment, tools, 5
FOS equipment, and paraphernalia in and paraphernalia in FOS and paraphernalia
tools, and FOS were maintained were maintained properly were not maintained
paraphernalia properly following all and not all standard properly and all
the standard operating procedures standard operating
operating were executed procedures were not
procedures. executing properly.
Focused on the Consistently stays Focuses on the task Rarely focused on 5
task focused on the task some of the time in the task in
in maintaining the maintaining then FOS maintaining the FOS
FOS equipment, equipment, tools, and equipment, tools, and
tools, and paraphernalia. A little paraphernalia. Needs
paraphernalia. No need for supervision. close supervision.
need for close
supervision.
Contribution Always participating Sometimes provide useful Rarely provide useful 3
in the group about ideas in participating in ideas in participating
the task given. the group about the task in the group about
given. the task given.
TOTAL 13/15
with.
3. Based from the rubric that you had self-evaluated, cite at least one criterion that you think you are most
with.
Answer: Maintenance of FOS equipment, tools, and paraphernalia
N. Generalization
- The teacher will ask the students about performing self-evaluation in the maintenance of FOS
equipment, tools, and paraphernalia using rubrics.
- The teacher will let the students to reflect in performing self-evaluation in the maintenance of FOS
equipment, tools, and paraphernalia using rubrics.
O. Evaluation
P. Assignment
Directions: Make a reflection paper about the importance in knowing the result of self-evaluation using a rubric in the
maintenance of FOS equipment, tools, and paraphernalia using rubrics. Write it in 1 whole sheet of paper. You will be
rated based from the rubrics given below. To be passed next meeting.
Summative Test LO2
Activity Sheet
G. Performance test
- Rubrics (self-evaluation and pen
Procedures:
13. In the given rubric below, perform self-evaluation with regards to the last activity done in the maintenance
of FOS equipment, tools, and paraphernalia.
improvement.

1
5 3
Maintenance of The equipment, tools, Not all equipment, tools, All equipment, tools,
FOS equipment, and paraphernalia in and paraphernalia in FOS and paraphernalia
tools, and FOS were maintained were maintained properly were not maintained
paraphernalia properly following all and not all standard properly and all
the standard operating procedures standard operating
operating were executed procedures were not
procedures. executing properly.
Focused on the Consistently stays Focuses on the task Rarely focused on
need for close
supervision.
Contribution Always participating Sometimes provide useful Rarely provide useful
TOTAL
H. Paper and pencil test

6. Which of the following does not belong in cleaning the printer?

A. Brush the cartridge using a soft brush.
B. Gently clean the print head.
C. Put the cartridge back in.
D. Start a print test to make you’ve gotten rid of excess ink.
E. Take out the ink-head or cartridge.
7. Which of the following is not included in cleaning the telephone?
A. Clean the cord with a damp cloth.
B. Clean the handset with a cloth soak with rubbing alcohol.
C. Wipe the surface of the phone body.
D. Wipe only the surface of the phone body which is full of dusts.
8. Daina wrapped the cables up. When she is about to find a tie to twist it, she found out that it was missing. What
other alternative will you use to tie it?
A. Use a rubber band.
B. Use a tie back.
C. Use a wire.
D. Use a yarn.
9. What specific thing will you apply to secure the maintenance doors or removable panels of a printer?
A. Use high adhesive tape.
B. Use low adhesive tape.
C. Use electrical tape.
D. Use packaging tape.
10. Teacher A wants to clean his computer because he found out that his computer is not free from dust. If you were
Teacher A, what is the first step you will do in cleaning the computer?
A. Get the computer and put it in a cleaning area.
B. Get the computer and put it in another table.
C. Turn off the computer.
D. Turn on the computer.
February 2, 2018

9:45-10:45/10:45-11:45AM
I. Objective
 perform computations involving ratio, proportion, fractions, and conversion.
II. Subject Matter
a. Topic: Ratio, Proportion, Fractions, and Conversions

c. Materials: activity sheet (manila paper) and Felt-knibbed pen

d. Skills: Calculating
e. Values Integration: recognizing how important to perform simple calculations in a real life situation.
N. Preparatory/Preliminary Activity
21. Prayer
22. Greetings
23. Attendance
desk.
24. Review
- The teacher elicit question about the last self-evaluation.
- The teacher let the students perform self-evaluation in the maintenance of FOS tools, equipment,
and paraphernalia using rubrics
25. Motivation
- The teacher let the students to stand up straight.
- The teacher will call out a color and a body part.
- The teacher let each student to find an object in the room that has a color and let each learner to
touch the object with the selected body part.
- The teacher begins.
Words to say by the teacher:
1. Red nose
2. White lips
3. Brown chair
4. Black ear
5. Blue bag
O. Lesson Proper
- The teacher will present the new topic which is Ratio, Proportion, Fractions, and Conversions.
- The teacher will present the objective which is to perform computations involving ratio, proportion,
fractions, and conversion.
P. Discussion (Group Activity)

- The teacher let the students to get ¼ sheet of paper and answer the following test below.
- The teacher will discuss the steps in perform computations involving ratio, proportion, fractions,
and conversion.
Direction: Translate the mathematical statement into mathematical symbol.
1. .Three-fourth= -
- ¾
-
-
2. Five is to six = - 5:6
-
-
- 3:6 :: 6:12 :: or
3. Three sixth is equivalent to six twelfth= 3/6 = 6/12
4. 5.Ten is to eleven = 10:11
5. Two-third is equivalent to four sixth = 2:3 :: 4:6 or 2/3

= 4/6
- The teacher checks their answers through discussing the ratio, proportion, fraction, and conversions.
- The teacher let the students to solve or perform computation involving ratio, proportion, fractions, and
conversion based from the problem given.
Steps in Solving the Value of X Using Ratio in Proportion:

1. Prepare the equation.
2. Start with the solution by doing a multiplication
3. Solve for the value of X.
4. Double check your work by completing the equation.
Steps in Solving the Value of X Using Fraction in Proportion:
1. Prepare the equation.
2. Start with the solution by doing a cross multiplication.
3. Solve for the value of X.
4. Double check your work by completing the equation.
Problem 1
 How many nurses will take charge of 35 patients if 10 nurses will handle 70 patients?
Problem 2
 How many nurses will take charge of 20 patients if 10 nurses handle 40 patients?
A. Application
- The teacher grouped the class into 2 groups.
- The teacher provides script covering the topic which are ratio, fraction, proportion and conversion
to each group to let them perform a to role play based from the given script within 3-5 minutes.
- The teacher provides rubric as a tool for assessing the performance of the students.
- The teacher provides reinforcement and feedback based from the rubric rated during the
presentation.
SCRIPT
Group 1
- Mother: Hey! My dear kid. Fix up yourself now for I will let you purchase this items at the market.
- I baked the birthday cake of your cousin yesterday but I run short of the pieces because of
unavailability of ingredients.
- I forgot to double check it!
- Kid: Yes, Mommy just give me 10 minutes to fix myself.
- (after 10 minutes…… the kid approached her mother)
- Mother: In one layer of cake, I need 2 cups of butter to be mixed with 6 pieces of eggs. I still
have 20 cups of butter. You to buy pieces of eggs in the market
-
- Kid: Yes, Mom! But wait I want Edward to go with me, is it just alright?
- Mother: Yes you may.
- Kid : Let’s go Edward
-
- (after 10 minutes)
-
- Kid: Wait, Edward I don’t know how many pieces we will buy. Mother did not tell us the number of
pieces.
- Edward: Yes brother, What I’ve heard from your conversation is, mother used 2 cups of butter to
be mixed with 6 pieces of eggs. She still have 20 cups.
- Kid: What will we do Edward?
- Edward: Brother! Look whose coming! Is she Quinnie of Holy Cross of Davao College? I know
she can help us!
- Kid: Hi, Quinnie. How are you now? How was HCDC? Can you help us? We are tasked to buy
pieces of eggs but we do not know how many. All we know is mother used 2 cups of butter to be
mixed with 6 pieces of eggs but she still has 20 cups.
-
- Edward: Do you have the idea?
- Quinnie: I’m sorry. I don’t have the idea.
- Edward: Okay, Thank you very much. See you!
-
- ( the two brother went back home to ask help from their mother)
- Kid: Mom! We don’t know how many pieces of egg we will buy. You did not tell us.
- Mother: OMG my son! Just focus in ratio and proportion. That’s powerful!
- Kid: Please tell us mother!
- Mother: If I need 2 cups of butter for every 6 pieces of eggs, How many pieces of eggs if I still
have 20 cups of butter? Look at first the ratio! What’s the complete ratio?
- Edward: It is actually the 2 cups of butter in every 6 pieces of eggs.
- Mother: Check!
- Kid: In other words, we will find out number of eggs needed for 20 cups of butter?
- Mother: That is right! Prepare now the equation Edward!
- Edward: 2 cups of butter is to 6 pieces of eggs is equal to 20 cups of butter is to n.
- Kid: Meaning, 2;6 = 20:n, To start the solution, just do multiplication applying Foil method,
multiply first outer inner last of the given equation.
- Mother: So, you have 2:6 = 20:n. The first outer of the given equation is 2 and n and the inner
last is 6 and 20.
- Edward: Therefore, 2 x n = 2n and 6 x 20 is equals to 120. To illustrate, it is 2:6 = 2:n. Then, 2n =
120. So, to solve the value of n is to divide both sides by 2. So, 2n/2 = 120/2, which is equals to
n= 60. Now, we need 60 pieces of eggs for 20 cups of butter.
- Kid: Wait Edward! To be sure let us check by completing the equation but substitute 60 to the
original equation. If it is equal to both sides after multiplying apply the foil method then we are
100 % correct!
- Mother: So, the equation is 2:6 = 20 n. Substitute 60 as the value of n.
- Kid: 2:6=20:60. Then, apply foil method in multiplying 2 x 60 = 120 and 6 x 20.
- Edward: See! It is now equal. Therefore we are right. Can we go now to the market?
- Mother: Yes, Sure!
- Kid and Edward: Alright Mom! Thank you Mom! Bye Mom!.
- Mother: Ok! Take care!
\
SCRIPT
Group 2
- Jessy: Honey, What happen to you? Are you okay?

- Joseph: No honey. I’m not feeling well. I think I need some rest.
- Jessy: (she touched the neck and forehead of her husband) oh! I think you’re just tired in working
all day long!
- Joseph:Yes, Honey that’s why I need to rest now!
- Jessy:Okay, Honey and by the way did you take your vitamins?
- Joseph:No!
- Jessy:Why?
- Joseph:I took it all last week and I forgot to buy because of my busy schedules.
- Jessy:I’ll just call our son to buy your vitamins
- (She hurriedly get her phone and call her son)
- Jessy: Hello, my son Eddie! Where are you now?
- Eddie: I’m her in school Mom!
- Jessy:Okay, kindly buy vitamins for your father!
- Eddie: Sure! What vitamins mother? ?
- Jessy:Fern C
- Eddie: Yes, Mommy.
-
-
- At the Pharmacy
- Pharmacist: Yes, What can I do for you?
- Eddie: I want to buy Fern C in tablet.
- Pharmacist: How many tablets do you want to buy?
- Eddie: Give me four tablets.
- Pharmacist: Are you the one who will take this vitamin?
- Eddie:No, I was just told by my mother, but that vitamin is for my father!
- Pharmacist: Here is your Fern C and please tell you father that he must take 2 tablets in every 3
hours.
- Eddie: Okay, so if 2 tablets of paracetamol in every 3 hours, then how about 4 tablets?
- Pharmacist: That’s a very good question! Actually we will be using ratio, fraction and proportion
to answer your question.
- Eddie: So, what should we do first?
- Pharmacist: Of course, we have to prepare the equation first. Let me ask you, what are given in
the statement?
- Eddie: 2 tablets in every 3 hrs
- Pharmacist: Very good! 2 tablets is to 3 hours and 4 tablets is to n. N will represent as the
number of hours .
- Eddie: Meaning to say 2 tablets : 3 hours = 4 tablets : n
- And what should we do next?
- Pharmacist: We are going to find the n by multiplying the means or the middle items and the
extremes or the external items.
- So, means ; 3 hrs. x 4 tablets =
- extremes; 2 tablets x n
-
- To illustrate : 3 hrs x 4 tablets = 2 tablets x n
- 12 = 2n
- 12/2 = 2n/2
- 6=n
-
- And now we have 4 tablets in every 6 hrs.
-
- Eddie: Therefore 2 tablets: 3 hours = 4 tablets: 6 hrs.
- Am I correct?
- Pharmacist: Yes, And to make sure that we get the answer correctly, of course we are going to
double check by using foil method. If we multiply the inner part 3 x 4 = 12 and outer part 2 x 6 =
12, so they have same product and they are proportional.
- To illustrate: 12
- 2 tablets: 3 hours = 4 tablets: 6 hrs.
- Did you understand Eddie?

- Eddie: Yes, Thank you so much for sharing your knowledge to me.
- Pharmacist: You’re welcome!
- Eddie: Goodbye!
Activity Sheet
(Group1)
I. Objectives
 Perform computations involving ratio, fraction and proportion
II. Materials
 Cartolina
 Script
 Felt-knibbed pen
III. Procedures
 Perform a role play based from the given script

1. Based from your role play, cite a specific scenario telling that ratio, fraction, and proportion are
covered.
Answer:
The two brothers are tasked by their mother to buy pieces of eggs. So 2 cups of butter is to 6 pieces of eggs and
20 cups is to 60. In ratio it is written as 2:6 and 20:60
Activity Sheet
(Group 2)
I. Objectives
 Perform computations involving ratio, fraction and proportion
II. Materials
 Cartolina
 Script
 Felt-knibbed pen
III. Procedures
.
 Perform a role play based from the given script
1. Based from your role play, cite a specific scenario telling that ratio, fraction, and proportion are
covered.
Answer:
Eddie was told by the pharmacist that the 2 tablets of Fern C will be taken in every 3 hours while 4 tablets will be taken
in every 6 hours.
RUBRICS FOR PERFORMANCE

Q. Generalization
- The teacher let the students to generalize their learning about ratio, fraction, proportions, and
conversion.
- The students enumerated the definition of ratio, proportion, faction and conversion.
- The teacher let the students to recall the problem they had performed on how they perform the
solution.
IV. Evaluation
Directions: In a 1 whole sheet of paper, answer all the following problems and show your solution.
1. Find the value of X using the equation given below:
2,500mg: 10tablets:: X:3
2. How many nurses will take charge of 15 patients if 6 nurses handle 30 patients?
V. Assignment
Directions: Make at least two problems with answers in finding the value of X using fractions and ratios in proportion.
Write it in a 1 whole sheet of paper. To be submitted next meeting.
February 5, 2018

9:45-10:45/10:45-11:45AM
I. Objectives
 prepare simple report from arrival to departure of customers.
II. Subject Matter
a. Topic: Simple Report from Arrival to Departure of Customers
b. References: K – 12 Basic Curriculum Guide in Technology and Livelihood Education, p. 3
https://setupmyhotel.com/formats/reports-used-in-hotels/fo-report/98-departure-report.html
https://setupmyhotel.com/formats/reports-used-in-hotels/fo-report.html
https://setupmyhotel.com/formats/reports-used-in-hotels/fo-report/97-arrival-report-used-in-
hotels.html
http://www.callista.net/download/document/hospitality%20reports%20in%20a%20nutshell.pdf
http://www.kierc.kh.edu.tw/db/upload/site_dynamicPageUpload/99%A4W%BE%C7%B4%C1Hote
l%20dialogue%20.pdf
d. Skills: Preparing
e. Values: showing importance through preparing simple report from arrial to departure of customers.
VIII. Procedure/ Developmental Activity

Q. Preparatory/Preliminary Activity
26. Prayer
27. Greetings
28. Attendance
desk.
29. Review
- The teacher will review the previous topic which was performing computations involving ratio,
proportion, fractions, and conversion.
- The teacher will elicit questions to the students about the steps in performing computations
involving ratio, proportion, fractions, and conversion.
30. Motivation
- The teacher will let the students to dance gracefully following the steps given in the video
presentation.
R. Lesson Proper
- The teacher will present the new topic which is Simple Report from Arrival to Departure of
Customers.
- The teacher will present the objective which is to prepare simple report from arrival to departure
of customers.
S. Discussion (Group Activity)

doing the task.
- The teacher will conduct an activity to let each group to prepare simple report from arrival to
departure of customers.
learners.
Group 1
Activity Sheet
IX. Objective
X. Materials
 Activity sheet, pentel pen, and rubrics, and forms.
XI. Procedures
1. Read the dialogue given.
2. Prepare simple report from arrival to departure of customers by filling up the empty form below following the
steps given:
Room number (Write the number of the room being used by the guest)
Room Type (Write the room type of the room being reserved by the guest)
Guest’s Name (Write the name of the guest who had just arrived)
Arrival Time (Write the time when the guest arrived)
Departure Time (Write the time when the guest departed)
Date Arrived (Write the date when the guest arrived)
Departure Date (Write the date when the guest departs)
Adult/Children (Write how many numbers of adult/children arrived)
Balance (Write the total amount/charge that the guest needs to be paid)
Arrival Report
Date: April 15, 2018
Room Room Type Guest’s Arrival Time Departure Date No. of Balance
No. Name Adult/Children
Room Double Mr. & Mrs. 10:20 PM April 18, 2018 2 Php 3, 600
305 room Smith
Departure Report
Room Room Guest’s Name Departure Date Arrived Adult/Children Balance

No. Type Time
305 room Smith
Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedures
2. Prepare simple report from arrival to departure of customers by filling up the empty form below following the
steps given:
Arrival Report
Room Room Guest’s Arrival Time Departure Date No. of Balance

No. Type Name Adult/Children
305 room Smith
Departure Report

No. Type Time
305 room Smith
Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedures
2. Prepare simple report from arrival to departure of customers by filling up the empty form below
following the steps given:
Arrival Report

305 room Smith
Departure Report

No. Type Time
Room Double Mr. & Mrs. Smith 10:20 PM April 15, 2018 2 Php 3, 600
305 room
Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedures
2. Prepare simple report from arrival to departure of customers by filling up the empty form below following
the steps given:
Arrival Report

305 room Smith
Departure Report
Room Room Type Guest’s Name Departure Date Arrived Adult/Children Balance
No. Time
305 room
Group 5
Activity Sheet
IV. Objective
V. Materials
VI. Procedures
4. Prepare simple report from arrival to departure of customers by filling up the empty form below following
the steps given:
Arrival Report

305 room Smith
Departure Report
Room Room Type Guest’s Name Departure Date Arrived Adult/Children Balance
No. Time
305 room
DIALOGUE 1
Arrival/Check in
Clerk: Welcome to Taiping Hotel. May I help you?
Guest: Yes, I’d like to check in, please.

Clerk: Did you make a reservation?
Guest: Yes, I did. My name is Smith.
Clerk: Yes, Mr. and Mrs. Smith. Your time arrival is 10:20PM. Your room number is 305, a double room for 3 nights, is that
correct?
Guest: That is right. How much is the total charge?
Clerk: Php 3, 600.00 would be your total charge within three nights. Could I have your signature here?
Guest: Sure.
Clerk: Ok, here are your room keys and breakfast coupons. Have a nice day.
Guest: Thanks, you too.
DIALOGUE 2
Departure/Check out
Clerk: Good afternoon, how may I help you?
Customer: Yes, I’d like to check out.
Clerk: Can I have your room number and name, please?
Customer: My room number is 305, and my name is Smith.
Clerk: Wait a moment, please. Here is your bill. Please check it to see if the amount is correct.
Customer: The total cost is Php 3, 600.00. Can I pay with credit card?
Clerk: Of course you sure. May I have your credit card, please?
Customer: Here you are.
Clerk: Here is your receipt. Thank you, have a nice day.
Customer: Thank you, you too. Good-bye.
R. Generalization
customers.
S. Evaluation
-The teacher will let the students to prepare a simple report from arrival to departure of customers.
Name:
Directions: Read the dialogue given. Read the dialogue given. Prepare simple report from arrival to departure of
customers by filling up the empty form below.
DIALOGUE 1
Arrival/Check in
Clerk: Welcome to Taiping Hotel. May I help you?
Guest: Yes, I’d like to check in, please.
Clerk: Did you make a reservation?
Guest: Yes, I did. My name is Masugid.
Clerk: Yes, Mr. and Mrs. Masugid. Your time arrival is 8:30AM. Your room number is 208, a master room for 1 night, is
that correct?
Guest: That is right. How much is the total charge?
Clerk: Php 2, 600.00 would be your total charge within three nights. Could I have your signature here?
Guest: Sure.
Clerk: Ok, here are your room keys and breakfast coupons. Have a nice day.
Guest: Thanks, you too.
DIALOGUE 2
Departure/Check out
Clerk: Good afternoon, how may I help you?
Customer: Yes, I’d like to check out.
Clerk: Can I have your room number and name, please?
Customer: My room number is 208, and my name is Masugid.
Clerk: Wait a moment, please. Here is your bill. Please check it to see if the amount is correct.
Customer: The total cost is Php 2, 600.00. Can I pay with credit card?
Clerk: Of course you sure. May I have your credit card, please?
Customer: Here you are.
Clerk: Here is your receipt. Thank you, have a nice day.

Customer: Thank you, you too. Good-bye.
Arrival Report

Departure Report
Room Room Type Guest’s Name Departure Date Adult/Children Balance

No. Time Arrived
T. Assignment
Directions: Make a reflection paper the importance of preparing simple report from arrival to departure of customers in
front office services. Write it in 1 whole sheet of paper. You will be rated based from the rubrics given below. To be
passed next meeting.
February 6, 2018

9:45-10:45/10:45-11:45AM
I. Objectives
 evaluate FOS-related reports using rubrics.
II. Subject Matter
a. Topic: FOS-Related Reports
e. Values: To reflect with sincerity as a FOS student in evaluating fos-related reports using rubrics.
IX. Procedure/ Developmental Activity

T. Preparatory/Preliminary Activity
31. Prayer
32. Greetings
33. Attendance
desk.
34. Review
- -The teacher reviewed the previous topic which is Simple Report from Arrival to Departure of
Customers.
- The teacher will let the students to prepare a simple report by filling up the arrival and departure
form based from what they have learned from the last discussion.
35. Motivation
o Report, arrival, departure, forms, date, guest, balance, time, room, and type.
U. Lesson Proper
- The teacher will present the objective which is to evaluate FOS-related reports using rubrics.
V. Discussion (Group Activity)

which is Simple Report from Arrival to Departure of Customers.
- The teacher will distribute an activity sheet to each group which is to let them evaluate FOS-
related reports using rubrics.
evaluating FOS-related reports.
learners.
Group 1
Activity Sheet
V. Objective
VI. Materials
VII. Procedures
3. Evaluate the last work or activity sheets you did last meeting which was preparing simple report by filling
up the arrival and departure of a customer by rating it honestly through the given rubrics.
Development Score
10 8 5 2
Procedures All procedures There were five There were two All procedures in
in preparing in preparing procedures in procedures in preparing simple
simple simple reports preparing simple preparing simple reports from 10
reports from from arrival to reports from arrival reports from arrival to
arrival to departure of a to departure of a arrival to departure of a
departure of customer were customer were not departure of a customer were
a customer appropriately carried customer were not carried
were carried carried. appropriately. not carried appropriately.
appropriately. appropriately.
Legibly and The fos-related The fos-related The fos-related The fos-related
properly filled reports legibly reports legibly and reports legibly reports legibly 8
up and properly properly filled up and properly filled and properly
filled up without with minimum up with constant filled with highly
supervision. supervision. supervision. development of
supervision.
VIII. Posing Questions

Answer: Procedures in preparing simple reports from arrival to departure of a customer were carried
appropriately.
Answer: Legibly and properly filled up
Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedures
Development Score
10 8 5 2
supervision.
1. Posing Questions
appropriately.
Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedures
Development Score
10 8 5 2
supervision.
1. Posing Questions
appropriately.
Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedures
2. Evaluate the last work or activity sheets you did last meeting which was preparing simple report by
filling up the arrival and departure of a customer by rating it honestly through the given rubrics.

Development Score
10 8 5 2
supervision.

appropriately.
Group 5
Activity Sheet
II. Objective
III. Materials
IV. Procedures

Development Score
10 8 5 2
supervision.
V. Posing Questions
appropriately.
U. Generalization
- The teacher will elicit questions about evaluating FOS-related reports using rubrics on what specific
criteria they performed last and most.
- The teacher will let the students to reflect with sincerity as a FOS student in evaluating fos-related
reports using rubrics.
IV. Evaluation
VI. Assignment
Directions: Make a reflection paper about the results of the rubric being evaluated in fos-related to reports. Write it in a
short bond paper. To be passed next meeting.
Summative Test LO1
Activity Sheet
I. Performance test
- Chalk, manila paper, and pentel pen
Procedures:
 Perform a role play showing that you are performing simple calculations.
J. Paper and pencil test
1. A patient who weighs 65 kg is scheduled to receive 75 mg / kg of her medicine.

How much mg should the patient receive?
a. 487.5 mg
b. 4875 mg
c. 86.67 mg
d. 75mg
2. Determine the weight of your patient in kilograms who weighs125 lbs.

a. 65.8 kg
b. 68.5 kg
c. 58.6 kg
d. 56.8 kg
3. How many milligrams of a medicine are in 3 tablets if 2 contain 10mg?

a. 5 mg
b. 10 mg
c. 15 mg
d. 20 mg
4. Each nurse station at the hospital requires 8 nurses every shift schedule. If there
are 3 shifts in one day, how many nurses are required to be at the hospital each shift
if it has a total of 48 nurse stations?
a. 1,152 nurses
b. 248 nurses
c. 1,248 nurses
d. 384 nurses
5. 3,600 ml / day is equal to ___________.

a. 150 ml / hr or 2.5 ml / min
b. 120 ml / hr or 2.2 ml / min
c. 120 ml / hr or 2.0 ml / min
d. 100 ml / hr or 1.7 ml / min
February 7, 2018

9:45-10:45 / 10:45-11:45AM
I. Objective
 perform self-evaluation of mensuration and calculations using rubrics.
II. Subject Matter
a. Topic: Rubric for Self-evaluation of mensuration and calculations.
https://www.google.com.ph/search?biw=1093&bih=490&tbm=isch&sa=1&ei=DPf
TWqfaNoHT0gS7_4_YBQ&q=sample+of+self+evaluation+analytic+rubri
cs&oq=sample+of+self+evaluation+analytic+rubrics
e. Values: to act honesty in performing self-evaluation of mensuration and calculations.
X. Procedure/ Developmental Activity

W. Preparatory/Preliminary Activity
36. Prayer
37. Greetings
38. Attendance
desk.
39. Review
- The teacher will elicit questions about evaluating FOS-related reports using rubrics.
- The teacher will let the students to reflect the result of their rubrics.
- The teacher will let the students to reflect the importance of doing reports in FOS.
40. Motivation
- The teacher will let the students to follow the dance individually entitled “Sway”.
X. Lesson Proper
- The teacher will present the objective which is to perform self-evaluation with regard to the use of
Y. Discussion (Group Activity)

in doing the task.
- The every stuedent will be rated based from the rubrics given to evaluate the performance of the
learners.
Individual Activity
IX. Objective: perform self-evaluation of mensuration and calculations using rubrics.
X. Materials: Activity sheet, ballpen, and rubric.
XI. Procedures:
17. In the given rubric below, perform self-evaluation of mensuration and calculations using a rubric.
improvement.
Name:
Criteria Excellent Good Needs Score

5 3 Improvement
1
Mensuration The problems The problems The problems
and were solved were solved were not solved
calculations correctly completely but, correctly and the 5
following the the standard steps were not
standard steps. steps were not followed.
followed.
Focused on Consistently Focuses on the Rarely focuses
the task stays focused on task some of the on the task in
the task in time in performing self- 3
performing self- performing self- evaluation of
evaluation of evaluation of mensuration and
mensuration and mensuration and calculations
calculations. No calculations. A Needs close
need for close little need for supervision.
supervision. supervision.
TOTAL 8/10
XII. Posing Question

with and needs more improvement.
V. Generalization
- The teacher will ask the students about performing self-evaluation of mensuration and
calculations using rubrics.
- The teacher will let the students to reflect in performing self-evaluation of mensuration and
calculations using rubric.
W. Evaluation
X. Assignment
Directions: Make a reflection paper about the importance in knowing the result of using rubric in doing self-evaluation of
mensuration and calculations. Write it in 1 whole sheet of paper. You will be rated based from the rubrics given below. To
be passed next meeting.
Summative Test LO2
Activity Sheet
K. Performance test
- Pictures and pentel pen
Procedures:
21. In the given rubric below, perform self-evaluation of mensuration and calculations using a rubric.
improvement.

5 3 Improvement
1
Mensuration The problems The problems The problems
and were solved were solved were not solved
calculations correctly completely but, correctly and the
following the the standard steps were not
standard steps. steps were not followed.
followed.
Focused on Consistently Focuses on the Rarely focuses
the task stays focused on task some of the on the task in
the task in time in performing self-
performing self- performing self- evaluation of
evaluation of evaluation of mensuration and
mensuration and mensuration and calculations
calculations. No calculations. A Needs close
need for close little need for supervision.
supervision. supervision.
TOTAL
L. Paper and pencil test
Directions: Convert the following as stated. Write your answer on the space provided
for each item.
1. 15 ml = _____ tsps.
2. 5 kgs = _____ lbs.
3. 36 °C = _____ °F
4. 2.5 ft = _____ in
5. 60 cc = _____ ml
February 9, 2018

9:45-10:45 / 10:45-11:45AM
I. Objective
 Clarify and explain regulations and workplace safety and hazard control practices and procedures.
II. Subject Matter
a. Topic: Regulations and Workplace Safety and Hazard Control Practices and Procedures.
b. Reference: K – 12 Basic Curriculum Guide in Technology and Livelihood Education, p.
http://www.wscc.nt.ca/sites/default/files/documents/Occupational%20
Health%20and%20Safety%20Programs%20Code%20of%20Practice
%20NT%20and%20NU%20English_0.pdf
d. Skills: clarifying and explaining
e. Values: to give appreciation the regulations and workplace safety and hazard control practices and
procedures through clarifying and explaining comprehensively.
XI. Procedure/ Developmental Activity

Z. Preparatory/Preliminary Activity
41. Prayer
42. Greetings
43. Attendance
desk.
44. Review
- The teacher will have a short recap about the past lesson which was self-evaluation of
mensuration and calculations.
- The teacher will elicit questions to the students about performing self-evaluation of mensuration
and calculations using rubrics.
- The teacher will let the students to reflect in performing self-evaluation of mensuration and
calculations using rubric.
45. Motivation
- The teacher will let the students to follow the dance individually entitled “Monkey”.
AA. Lesson Proper

- The teacher will present the new topic which is Regulations and Workplace Safety and Hazard
Control Practices and Procedures.
- The teacher will present the objective which is to clarify and explain regulations and workplace
safety and hazard control practices and procedures.
-
BB. Discussion (Group Activity)
- The teacher will discuss about regulations and workplace safety and hazard control practices and
procedures.
- The teacher will group the class into four groups.
- The teacher will provide an activity sheet to every group and rubrics for him/her to have a guide in
doing the task which is to clarify and explain regulations and workplace safety and hazard control
practices and procedures.
learners.
Group 1
Activity Sheet
I. Objective
II. Materials
 Activity sheet, pentel pen and rubric.
III. Procedures
1. Read and understand the given factsheets entitled, “Regulations and Workplace Safety“.
2. Clarify and explain the given factsheets about the regulations and workplace safety.
3. Write your explaination in the space provided below.
Regulations and Workplace Safety“

(1) Every employer shall:
(a) maintain his or her establishment in such a manner that the health and safety of
persons in the establishment are not likely to be endangered;
(b) take all reasonable precautions and adopt and carry out all reasonable techniques
and procedures to ensure the health and safety of every person in his or her
establishment; and
(c) provide the first aid service requirements set out in the regulations pertaining to his or
her class of establishment.
(2) If two or more employers have charge of an establishment, the principal contractor or, if there is no
principal contractor, the owner of the establishment, shall coordinate the activities of the employers in the
establishment to ensure the health and safety of persons in the establishment.
(3) Every worker employed on or in connection with an establishment shall, in the course of his or her
employment:
a) take all reasonable precautions to ensure his or her own safety and the safety of other
persons in the establishment; and
(b) as the circumstances require, use devices and articles of clothing or equipment that are
intended for his or her protection and provided to the worker by his or her employer, or
required pursuant to the regulations to be used or worn by the worker.
(4) Every employer shall implement and maintain an occupational health and safety program for a work
site as required by the regulations.
IV. Posing Question

1. What is the importance in clarifying and explaining the given factsheets about the regulations and
workplace safety?
Answer: It helps to the workers to be aware and can reduce the risks of hazards within the workplace.
Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedures
1. Read and understand the given factsheets entitled, “Hazard Control Practices and Procedures“.
2. Clarify and explain the given factsheets about the regulations and workplace safety.
Hazard Control Practices and Procedures

1.) Elimination of the hazard; to remove it from the workplace entirely.
2.) Substitution with a less hazardous alternative.
3.) Engineering through equipment, workplace or process design to keep the hazard away from workers.
4.) Administration controls limit the exposure of workers to the hazard through reduction, rotation,
training, maintenance and inspections.
5.) Personal Protective Equipment (PPE) is the last level in the hierarchy and is only used when the
other controls are not effective. PPE is equipment that the worker wears to protect them from the hazard.
XII. Posing Question

1. What is the importance in clarifying and explaining the given factsheets about the hazard control practices
and procedures?
Answer: It helps to reduce the risks of hazards within the workplace. Since the priority has now been
established, controls can be implemented to prevent hazards from having an impact on workers.
Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedures
1. Read and understand the given factsheets entitled, “Hazard Control Practices and Procedures”.
2. Clarify and explain the given factsheets about hazard control practices and procedures.
Regulations and Workplace Safety
(1) Every employer shall:

(a) maintain his or her establishment in such a manner that the health and
safety of persons in the establishment are not likely to be endangered;
(b) take all reasonable precautions and adopt and carry out all reasonable
techniques and procedures to ensure the health and safety of every person
in his or her establishment; and
(c) provide the first aid service requirements set out in the regulations
pertaining to his or her class of establishment.
(2) If two or more employers have charge of an establishment, the principal

contractor or, if there is no principal contractor, the owner of the establishment, shall
coordinate the activities of the employers in the establishment to ensure the health
and safety of persons in the establishment.
(3) Every worker employed on or in connection with an establishment shall, in the

course of his or her employment:
a) take all reasonable precautions to ensure his or her own safety and the
safety of other persons in the establishment; and
(b) as the circumstances require, use devices and articles of clothing or
equipment that are intended for his or her protection and provided to the
worker by his or her employer, or required pursuant to the regulations to be
used or worn by the worker.
(4) Every employer shall implement and maintain an occupational health and safety
program for a work site as required by the regulations.
IV. Posing Question

1. What is the importance in clarifying and explaining the given factsheets about the regulations and
workplace safety?
Answer: It helps to the workers to be aware and can reduce the risks of hazards within the workplace.
Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedures
1. Read and understand the given factsheets entitled, “Hazard Control Practices and Procedures”.
2. Clarify and explain the given factsheets about hazard control practices and procedures.
Hazard Control and Practices
1.) Elimination of the hazard; to remove it from the workplace entirely.

2.) Substitution with a less hazardous alternative.
3.) Engineering through equipment, workplace or process design to keep the hazard
away from workers.
4.) Administration controls limit the exposure of workers to the hazard through
reduction, rotation, training, maintenance and inspections.
5.) Personal Protective Equipment (PPE) is the last level in the hierarchy and is
only used when the other controls are not effective. PPE is equipment that the worker
wears to protect them from the hazard.
IV. Posing Question

1. What is the importance in clarifying and explaining the given factsheets about the hazard control practices
and procedures?
Answer: It helps to reduce the risks of hazards within the workplace. Since the priority has now been
established, controls can be implemented to prevent hazards from having an impact on workers
Rubrics
Y. Generalization
- The teacher will elicit questions about clarifying and explaining regulations and workplace safety
and hazard control practices and procedures.
- The teacher will ask what are the workplace safety, hazard control practices and procedures.
- The teacher will let the students to recognize the importance by clarifying and explaining
regulations and workplace safety and hazard control practices and procedures.
IV. Evaluation
- Note: The activity will serve as their quiz.
V. Assignment
Directions: Research the hazards and risks in the hotel and their corresponding indicator. Write it in a one whole sheet of
paper. To be passed next meeting. Don’t forget to study in advance.
February 12, 2018

9:45-10:45 / 10:45-11:45AM
I. Objective
 identify hazards/risks in the workplace and their corresponding indicators.
II. Subject Matter
a. Topic: Hazards
d. Skills: Identifying
e. Values: to recognize the importance in identifying the types of hazards and its corresponding indicators in
the workplace.
XIII. Procedure/ Developmental Activity

CC. Preparatory/Preliminary Activity
46. Prayer
47. Greetings
48. Attendance
desk.
49. Review
- The teacher will have a short recap about the last topic through eliciting questions about clarifying
and explaining regulations and workplace safety and hazard control practices and procedures.
- The teacher will ask what are the workplace safety, hazard control practices and procedures.
- The teacher will let the students to recognize the importance by clarifying and explaining
regulations and workplace safety and hazard control practices and procedures.
50. Motivation
DD. Lesson Proper

- The teacher will present the new topic which is hazards.
- The teacher will present the objective which is to identify hazards/risks in the workplace and their
corresponding indicators
EE. Discussion (Group Activity)

- The teacher will discuss about hazards.
in doing the task which is to identify hazards/risks in the workplace and their corresponding
indicators.
learners.
Group 1
Activity Sheet
V. Objective: identify hazard/risk in the workplace and their corresponding indicators.

VI. Materials: pictures, felt knibbed pen and worksheets.
VII. Procedures:
1. Observe the given pictures.
2. Identify the pictures that shows safety hazard.
3. If identified, take the picture/s and paste it on the space provided below.
4. If it is already pasted, identify what is the proper indicator that corresponds to the chosen picture by
choosing the correct indicator in the given pictures and paste it in the box provided below.
Safety Hazard Correspond Indicator

1. How can this picture shows safety hazard?
Answer: This picture shows a safety hazard because of unsafe work practices and unsafe workplace conditions.
2. What indicator corresponds to the picture above that shows safety hazard?
Answer: Electrical safety tip
Group 2
Acivity Sheet
I. Objective: identify hazards

II. Materials: pictures, felt knibbed pen and worksheets.
III. Procedures:
2. Identify the pictures that shows ergonomic hazard.
4. If it is already pasted, identify what is the proper indicator that corresponds to the chosen picture by choosing
the correct indicator in the given pictures and paste it in the box provided below.
Ergonomic hazard Correspond Indicator
IV. Posing Question

1. How can this picture shows ergonomic hazard?
Answer: The picture shows a physical factor that harms the musculoskeletal system.
Answer: How to lift correctly.
Group 3
Activity Sheet
I. Objective: identify hazards

II. Materials: pictures, felt knibbed pen and worksheets.
III. Procedures:
2. Identify the pictures that shows physical hazard.
4. If it is already pasted, identify what is the proper indicator that corresponds to the chosen picture by
choosing the correct indicator in the given pictures and paste it in the box provided below.
Physical Hazard Correspond Indicator
IV. Posing Question

1. How can this picture shows physical hazard?
Answer: The pictures show natural and human elements, both hazardous and can create loss or damage.
Answer: Focus four hazards
Rubrics
Z. Generalization
- The teacher will elicit questions about identifying hazards/risks in the workplace and their
corresponding indicators.
- The teacher will ask the types of hazards.
- The teacher will show pictures and let the students to identify what type of hazard and its
corresponding indicator.
- The teacher will ask the students the importance in identifying types of hazards and its
corresponding indicators in the workplace.
AA. Evaluation
- The teacher will let the students to conduct a short quiz to evaluate their learning.
Directions: Get ½ sheet of paper. Match the hazards in Column A with its corresponding indicator in Column B. Write
only the letter of your correct answer on the answer sheet.
COLUMN A COLUMN B
__1. Lifting heavy objects

incorrectly.
__2. Manual handling of hand

tools.
__3. Handling of knives, secateurs,

loppers, crowbars, weed
bags, mattocks.
__4. Repetitive movements,

bending and awkward
working positions.
__5. Doing activity using a computer
with incorrect body positions.
BB. Assignment
Directions: In a ½ sheet of paper, write at least 2 types of hazards in your house and identify what indicator corresponds
to the hazards. To be submitted next meeting.
February 13, 2018

9:45-10:45/10:45-11:45AM
I. Objectives

 recognize and establish contingency measures in case of workplace accidents, fire, and other emergencies.
II. Subject Matter
a. Topic: Occupational Health and Safety
e. Values: Appreciating the importance in recognizing and establishing contingency measures in case of
workplace accidents, fire, and other emergencies.
XIV. Procedure/ Developmental Activity

FF. Preparatory/Preliminary Activity
51. Prayer
52. Greetings
53. Attendance
desk.
54. Review
- The teacher reviewed the students in identifying hazards/risks in the workplace and their
corresponding indicators through showing pictures.
55. Motivation
- The teacher will group the class into 2 groups.
- The teacher will let one of the members of the group to spell a word using their butt and the rest
members will identify what letter or word he tries to convey.
Words to spell are the following:
1. Smoke
2. Hands
3. Wash
4. Clothes
5. Wet
6. Floor
7. Cigarette
8. Fire
9. Emergency
10. Slip
GG. Lesson Proper

- The teacher will present the new topic which is contingency measures in case of workplace
accidents, fire, and other emergencies.
- The teacher will present the objective which is to recognize and establish contingency measures
in case of workplace accidents, fire, and other emergencies.
HH. Discussion (Group Activity)

- The teacher will ask the students about their ideas in contingency measures.
- The teacher will introduce the ideal definition of contingency measures.
- The teacher will divide the class into four (4) groups.
doing the task.
- The students will recognize contingency measures in case of workplace accidents, fire, and other
emergencies in the given situation and establish it by choosing the correct picture of OSH signs
given.
learners.
Group 1
Activity Sheet
I. Objective
 recognize contingency measures in accordance with organizational procedures.
II. Materials:
 worksheet (cartolina), felt knibbed pen, and pictures.
III. Procedures:
1. Read the given situation below.
2. Recognize well the contingency measures in the given situation by choosing the correct picture/s of OSH signs
given.
3. Establish the contingency measures in case of workplace accidents, fire, and other emergencies by putting the
chosen OHS sign/s in the empty box provided below.
 Situation:
The worker is using a cigarette while he is cooking inside the kitchen. After he used, he puts the cigarette butt
near to the burner stove and the burner stove abruptly burst and suddenly gets fire. They got panic for they don’t know
where to go.
XV. Posing Questions
1. By recognizing the best contingency measures in the situation above, what contingency measures would you
establish in case of workplace accidents, fire, and other emergencies in the workplace?
 Sign of No Smoking
 Sign of Emergency Exit
2. Is emergency exit is the best contingency measure and needed to establish in the workplace in case of the
situation above? Why or why not?
 Yes, because from the situation above it talks about using cigarette in a kitchen that caused fire. In order
to prevent this, we need to have this sign in a specific workplace in order for the safeness as well.
Group 2
Activity Sheet
I. Objective
II. Materials
 worksheet (cartolina), felt knibbed pen, and pictures
III. Procedures
2. Recognize well the contingency measures in the given situation by choosing the correct picture/s of OSH
signs given.
3. Establish the contingency measures in case of workplace accidents, fire, and other emergencies by putting
the chosen OHS sign/s in the empty box provided below.
 Situation:
The worker is cooking even though he has an infected wound on his right hand. He doesn’t wear a glove nor wash
his hands while preparing the food.
 Now wash your hands
 This is a food production area
Protective clothing must be worn
2. Is now wash your hands is the contingency measure in the situation above? Why?
 Yes, because from the situation above it talks about not washing of hands while preparing in food. Therefore,
the contingency measure is now wash your hands in order to prevent transfer harmful bacteria that can
cause diseases to human.
Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedures
signs given.
3. Establish the contingency measures in case of workplace accidents, fire, and other emergencies by putting
the chosen OHS sign/s in the empty box provided below.
 Situation:
The student directly entered to the office to interview the head of Mini-Hotel without asking permission first.
When she opened the door, the head was shocked and he immediately pushed the girl outside that might she will thief the
important things inside the office.

 Restricted Area
2. Is Restricted Area is the contingency measure in the situation above? Why?
 Yes, because the situation talks about a girl enters into a room directly without knowing that she was
unauthorized person or not allowed to enter the room.
Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedures
signs given.
3. Establish the contingency measures in case of workplace accidents, fire, and other emergencies by
putting the chosen OHS sign/s in the empty box provided below.
 Situation:
The worker run into the living room then, she slipped into the floor that leads her to injury.

 Caution wet floor
2. Is Restricted Area is the contingency measure in the situation above? Why?

 Yes, because the situation talks about a worker who slipped away into the floor. To prevent this, caution
wet floor must be establish in order to prevent and avoid from slippery.
CC. Generalization
- The teacher will let the students to generalize their learning about recognizing and establishing
contingency measures in case of workplace accidents, fire, and other emergencies.
- The students will tell all the contingency measures they had recognized and established during the
activity.
- The teacher will let the students to give a situation and let them recognize and establish contingency
measures in case of workplace accidents, fire, and other emergencies.
D. Evaluation
-The teacher will give a short quiz to the students based from the topic being discussed to evaluate if they
really understand and attained the lesson.
Directions: In a ½ sheet of paper, recognize and establish contingency measures in case of workplace accidents, fire,
and other emergencies in Mini-Hotel to every situation given below by choosing one appropriate sign. Write only the
message or texts of the OSH signs. Answer only.
1. All workers in Mini-Hotel are panic when an earthquake happened for they don’t know what to do in order to go outside.
2. The chief used cigarette while he is cooking.
3. While the worker is preparing the food his hands are too dirty.
4. The shirt and pants of a chief are too dirty because he doesn’t wear an apron.
5. The guest of Mini-hotel was slipped when she was entering in the living room.
Answers:
1. Emergency Exit
2. No Smoking
3. Now wash your hands
4. This is a production area
Protective clothing must be worn
5. Slippery when we wet
E. Assignment
Directions: Visit one establishment near to your residence and ask any personnel on what are their occupational health
and safety signs established and take down note. In a short bond paper, write what you have taking note during visitation
in the establishment. To be submitted next meeting.
Summative Test LO1
Activity Sheet
M. Performance test
- Pictures and pentel pen
Procedures:
1. Go to the station you are assigned with.

2. Get the picture and paste it in the first column provided below.
3. Write in the second column the type of hazards that shown in the picture.
4. Write in the third column the possible risks that shown in the picture.
5. Write in the fourth column the proper indicator that corresponds to the chosen picture.
Picture of the Hazard Type of Hazard Possible Risk Proper Indicator
RUBRIC
N. Paper and pencil test
Directions: With hazard risks as bases, match Column A with Column B. Write the letters only. Write directly the letter
of your chosen answer in a ½ sheet of paper.
Column A Column B
_____ 1. Electricity a. Cut
_____ 2. Knife b. Cancer
_____ 3. Welding c. Slips, falls
_____ 4. Benzene d. Metal fume fever
_____ 5. Wet floor e. Shock
_____ 6. Hazards f. Remind workers of correct lifting
_____ 7. Work g. Change in body function
_____ 8. Safety hazards h. Determinant of health
_____ 9. Back injury i. Cause harm
_____10. Adverse health effect j. Unsafe workplace
k. Vibration
February 14, 2018

9:45-10:45/10:45-11:45AM
I. Objectives
 Identify terms of maximum tolerable limits, which when exceeded, will result in harm or damage based on TLV.
II. Subject Matter
a. Topic: Threshold Limit Value
ACGIH_2011-Intro.pdf
NR0102_FTR_Final.pdf
c. Materials: visual aids, activity sheets, felt-knibbed pen, and pictures.
d. Skills: identifying
e. Values: recognize the importance in identifying terms of maximum tolerable limits, which when exceeded,
will result in harm or damage based on TLV.
XVI. Procedure/ Developmental Activity

II. Preparatory/Preliminary Activity
56. Prayer
57. Greetings
58. Attendance
desk.
59. Review
- The teacher will let the students to generalize their learning about recognizing and establishing
- The students will tell all the contingency measures they had recognized and established during
the activity.
- The teacher will let the students to give a situation and let them recognize and establish
60. Motivation
- The teacher will let each group to play a two truth and a lie about the last topic.
- The first group will say two truths and one lie about the last topic and the other group will identify
which of the three is a lie. This activity is a vise versa.
JJ. Lesson Proper

- The teacher will present the new topic which is Threshold Limit Value.
- The teacher will present the objective which is to identify terms of maximum tolerable limits, which
when exceeded, will result in harm or damage based on TLV.
KK. Discussion (Group Activity)

- The teacher will discuss briefly about the terms of maximum tolerable limits, which when
exceeded, will result in harm or damage based on TLV.
- The teacher will divide the class into five (5) groups.
doing the task.
- The students will Identify terms of maximum tolerable limits, which when exceeded, will result in
harm or damage based on TLV.
learners.
Group 1
Activity Sheet
IV. Objective
 Identify terms of maximum tolerable limits, which when exceeded, will result in harm or damage based on
TLV.
V. Materials:
 Activity sheet (cartolina) and felt knibbed pen
VI. Procedures
1. Read the given passage.
2. Identify terms of maximum tolerable limits, which when exceeded, will result in harm or damage based on
TLV through pasting the given strips on its proper and correct terms.
Types of Terms in Maximum When it is exceeded? When it will result harm or

Tolerable Limits damage?
VII. Posing Questions

1. What are the three terms of maximum tolerable limits?
Answer:
__________________________________________________________________________
2. When the Threshold Limit Value–Short-Term Exposure Limit (TLV–STEL) exceeded?
Answer:
__________________________________________________________________________
Group 2
Activity Sheet
I. Objective
TLV.
II. Materials:
III. Procedures
2. Identify terms of maximum tolerable limits, which when exceeded, will result in harm or damage
based on TLV through pasting the given strips on its proper and correct terms.


Answer:
__________________________________________________________________________

Answer:
__________________________________________________________________________
Group 3
Activity Sheet
I. Objective
TLV.
II. Materials:
III. Procedures


Answer:
__________________________________________________________________________
Answer:
__________________________________________________________________________
Group 4
Activity Sheet
I. Objective
TLV.
II. Materials:
III. Procedures


Answer:
__________________________________________________________________________
Answer:
__________________________________________________________________________
Group 5
Activity Sheet
I. Objective
TLV.
II. Materials:
III. Procedures


Answer:
__________________________________________________________________________
Answer:
__________________________________________________________________________
RUBRIC
DD. Generalization
- The teacher will let the students to generalize their learning about identifying terms of maximum
tolerable limits, which when exceeded, will result in harm or damage based on TLV.
- The teacher will let the students to identify the three terms of threshold limit value.
- The teacher will let the students to recognize the importance in identifying every term of maximum
tolerable limits in a workplace.
V. Evaluation
Note: The activity will serve as their formative test.
VI. Assignment
Directions: Research at least five possible effects of hazards in a front office area. Write it in a 1 whole sheet of paper.
To be submitted next meeting.
February 15, 2018

9:45-10:45/10:45-11:45AM
I. Objectives
 determine effects of hazards
II. Subject Matter
a. Topic: Effects of Hazards

K – 12 Basic Learner’s Guide in Technology and Livelihood Education, p. 77
d. Skills: determining
e. Values: show awareness in determining effects of hazards.
XVII. Procedure/ Developmental Activity

LL. Preparatory/Preliminary Activity
61. Prayer
62. Greetings
63. Attendance
desk.
64. Review
- The teacher will let the students to identify terms of maximum tolerable limits, which when
65. Motivation
Words to spell out:
Determine, effect, hazards, physical, slip, stress, safety, and outlet.
MM. Lesson Proper

- The teacher will present the new topic which is the effects of hazards.
- The teacher will present the objective which is to determine effects of hazards.
NN. Discussion (Group Activity)

doing the task.
- The teacher will conduct an activity to let each group to determine effects of hazards.
learners.
Group 1
Activity Sheet
XII. Objective
 determine effects of hazards.
XIII. Materials
XIV. Procedures
1. Read the situation given about physical hazard.
2. Determine the effects of physical hazard and write it in an empty box provided below.
Situation:
One sunny morning, Mae went to the Hotel to ask for reservation. When she was about to enter the entrance of
the hotel she didn’t see the sign that the floor is wet that is why she slipped into the floor.
Effects of Physical Hazard
 Bodily injury
XV. Posing Question

1. Based from the situation above, what is the effect of a physical hazard?
Answer: Bodily injury
Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedures
1. Read the situation given about safety hazard.
2. Determine the effects of safety hazard and write it in an empty box provided below.
Situation:
The guest of the hotel wants to watch a television. When he plugged in the cable cord of the television he got
electric shocked. He didn’t notice the sign being placed in the wall.
Effects of Safety Hazard
 Bodily injury
IV. Posing Question
1. Based from the situation above, what is the effect of a safety hazard?
Answer:
Group 3
Activity Sheet
I. Objective
II. Materials
III. Activity sheet, pentel pen, and rubrics
IV. Procedures
1. Read the situation given about psychological hazard.
2. Determine the effects of psychological hazard and write it in an empty box provided below.
Situation:
The night auditor needs to pass in the morning the reports from arrival to departure in a hotel. This task leads him
to depression since, he was pressured to finish the task as soon as possible.
Effects of Psychological Hazard
 Mental ill-health
V. Posing Question
1. Based from the situation above, what is the effect of a physical hazard?
Answer: Mental ill-health
EE. Generalization
customers.
FF. Evaluation
GG. Assignment
Directions: Research at least 3 issues or concerns found in a hotel. Identify safety hazard on each issue. Write it in a
short bond paper. To be passed next meeting
February 16, 2018
9:45-10:45/10:45-11:45AM
I. Objective
 report to designated personnel Occupational Health Safety (OHS) issues and/or concerns and identified
safety hazards.
II. Subject Matter

a. Topic: Issues and concerns in Front Office
https://www.osha.gov/dte/grant_materials/fy10/sh-20839-10/circle_chart.pdf
d. Skills: reporting
e. Values: show awareness in reporting to designated personnel occupational health safety about the
issues and or concerns and identifying safety hazards.
XVIII. Procedure/ Developmental Activity

OO. Preparatory/Preliminary Activity
66. Prayer
67. Greetings
68. Attendance
desk.
69. Review
- The teacher will let the students to identify terms of maximum tolerable limits, which when
70. Motivation
Words to spell out:
Determine, effect, hazards, physical, slip, stress, safety, and outlet.
PP. Lesson Proper

- The teacher will present the new topic which is the issues and concerns in front office.
- The teacher will present the objective which is to report to designated personnel Occupational
Health Safety (OHS) issues and/or concerns and identified safety hazards.
QQ. Discussion (Group Activity)

- The teacher will discuss the issues and concerns and its safety hazards.
doing the task.
- The teacher will conduct an activity to let each group to report to designated personnel
Occupational Health Safety (OHS) issues and/or concerns and identified safety hazards.
learners.
Group 1
Activity Sheet
XVI. Objective
safety hazards.
XVII. Materials
XVIII. Procedures
3. Watch the video presentation about issues and concerns in a hotel.
4. Write the issues and or concerns in the video clip and identify safety hazards in the box provided below.
5. Perform a role play in reporting to designated personnel Occupational Health Safety (OHS) the issues
and or concerns and the identified hazards written.
Issues and or Concerns Safety hazards are identified
1. The floors were not properly wiped. 1. wet floor
2. The ladders were not properly wiped. 2. Wet ladder
3. There are no good facilities especially about 3. Faulty equipment

electrical.
XIX. Posing Question

1. What are the issues and or concerns in the workplace?
Answer: The floors were not properly wiped, the ladders were not properly wiped and there were no good facilities
especially about electrical.
2. What safety hazards did you report?
Answer: wet floor, wet ladder and faulty equipment.
Group 2
Activity Sheet
I. Objective
safety hazards.
II. Materials
III. Procedures
2. Write the issues and or concerns in the video clip and identify safety hazards in the box provided
below.

3. There are no good facilities especially 3. Faulty equipment

about electrical.
IV. Posing Question

Group 3
Activity Sheet
I. Objective
safety hazards.
II. Materials
III. Procedures


electrical.
IV. Posing Question

Group 4
Activity Sheet
I. Objective
safety hazards.
II. Materials
III. Procedures


electrical.
IV. Posing Question

Group 5
Activity Sheet
I. Objective
safety hazards.
II. Materials
III. Procedures


electrical.
IV. Posing Question

HH. Generalization
- The teacher will elicit questions about the report to the designated personnel Occupational Health
Safety (OHS) issues and/or concerns and identified safety hazards.
- The teacher will let the students to report the issues/concerns found in the video.
- The teacher will let the students to identify the safety hazards needed in the issues/concern.
IV. Evaluation
V. Assignment
Directions: Research the procedures in controlling hazards/risks in the workplace or in a hotel. Write it in a ½ sheet of
paper. To be passed next meeting
February 19, 2018

9:45-10:45/10:45-11:45AM
I. Objectives
 Follow OHS procedures for controlling hazards/risks in the workplace.
II. Subject Matter
a. Topic: Controlling Hazards/Risks in the Workplace
https://www.worksafe.vic.gov.au/__data/assets/pdf_file/0003/211737/ISBN-
Controlling-OHS-hazards-and-risks-handbook-2017-06.pdf
file:///C:/Users/Nicejan/Downloads/SITXOHS001B_OHS_2012.pdf
c. Materials: activity sheets, pentel pen, and rubric.
e. Values: To reflect in a real life situation the importance in following the OHS procedures for controlling
hazards/risks in the workplace.
M. Preparatory/Preliminary Activity
N. Prayer
O. Greetings
P. Attendance
desk.
Q. Review
- The teacher will elicit questions about the report to the designated personnel Occupational Health
Safety (OHS) issues and/or concerns and identified safety hazards.
- The teacher will let the students to report the issues/concerns found in the video.
- The teacher will let the students to identify the safety hazards needed in the issues/concern.
R. Motivation
o Follow, control, procedures, hazard, risks, workplace and steps.
S. Lesson Proper
- The teacher will present the new topic which is controlling hazards/risks in the workplace.
- The teacher will present the objective which is to Follow OHS procedures for controlling
T. Discussion (Group Activity)

- The teacher will distribute an activity sheet to each group which is to follow the OHS procedures
for controlling hazards/risks in the workplace.
learners.
Group 1
Activity Sheet
I. Objective
II. Materials
III. Procedures
 Perform a role play showing that the OHS procedures for controlling hazards/risks in the workplace
were followed.
 You will be rated based from the rubric given below.
Banksia Gardens Hotel’s OHS Procedures: Physical Hazard
1. Keep your work area well maintained and tidy.
2. Watch where you’re going.
3. Clean up spills immediately.
4. Wear shoes with covered toes and non-slip soles.
5. Use marked pathways.
6. Use handrails when climbing stairs.
IV. Posing Question

1. What are the OHS procedures you need to follow for controlling physical hazard in the
Banksia Gardens Hotel?
Answer: Keep your work area well maintained and tidy, watch where you’re going, clean up spills immediately, wear
shoes with covered toes and non-slip soles, use marked pathways, and use handrails when climbing stairs.
Group 2
Activity Sheet
I. Objective
II. Materials
II. Procedures
were followed.
Banksia Gardens Hotel’s OHS Procedures: Electrical Hazard
1. Inspect equipment and the power cord before you use it. Do not use if it is not faulty or damaged.
2. Only use electrical equipment that has a current inspection tag.
3. Report any damage to your supervisor or manager promptly.
4. Be especially careful when working in wet areas.
5. Unplug equipment before cleaning it.
V. Posing Question
Answer: Inspect equipment and the power cord before you use it, do not use if it is not faulty or damaged, only use
electrical equipment that has a current inspection tag, report any damage to your supervisor or manager
promptly, be especially careful when working in wet areas, and unplug equipment before cleaning it.
Group 3
Activity Sheet
I. Objective
III. Materials
III. Procedures
were followed.
Banksia Gardens Hotel’s OHS Procedures: Safety Hazard
1. If you feel uncomfortable or unsafe in a situation, leave or call for help.
2. Call police if there is any violence.
3. Don’t work on your own at night.
4. Leave the hotel with a colleague at night.
5. Stay away from quiet areas behind buildings or other isolated places.
6. Know the contact methods and details for security and your supervisor.
VI. Posing Question

Answer: If you feel uncomfortable or unsafe in a situation, leave or call for help, call police if there is any violence, don’t
work on your own at night, leave the hotel with a colleague at night, stay away from quiet areas behind buildings or other
isolated places, and know the contact methods and details for security and your supervisor.
Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedures
were followed.
Banksia Gardens Hotel’s OHS Procedures: Cash handling/Safety Hazard
1. Don’t do this task without the hotel training in how to handle cash safely.
2. Don’t get distracted by customers.
3. Never leave a cash register unattended.
4. Never leave too much money in the register.
5. Tell your supervisor if you have a large amount of cash.
IV. Posing Question

Answer: Don’t do this task without the hotel training in how to handle cash safely, don’t get distracted by customers, never
leave a cash register unattended, never leave too much money in the register, and tell your supervisor if you have a large
amount of cash.
Group 5
Activity Sheet
I. Objective
II. Materials
III. Procedures
were followed.
Banksia Gardens Hotel’s OHS Procedures: Psychological Hazard/harassmanet/Bullying
7. Tell the person who is harassing or bullying you to stop.
8. If you are uncomfortable with doing this or nothing changes after you ask them to stop, tell your supervisor
or manager.
9. All complaints of bullying or harassment will be treated seriously and action will be taken to make sure it
stops
IV. Posing Question

Answer: Tell the person who is harassing or bullying you to stop, if you are uncomfortable with doing this or nothing
changes after you ask them to stop, tell your supervisor or manager, and all complaints of bullying or harassment will be
treated seriously and action will be taken to make sure it stops.
V. Generalization
- The teacher will elicit question about following OHS procedures for controlling hazards/risks in the
workplace.
- The teacher will let the students to share what are the OHS procedures in a workplace specifically in
the Banksia Gardens Hotel.
- The teacher will let the students to reflect in a real life situation the importance in following the OHS
procedures for controlling hazards/risks in the workplace.
IV. Evaluation
I. Assignment
Directions: Visit one establishment near in your residence and ask the personnel on what are their OHS procedures they
followed for controlling hazards/risks in the workplace. Write the OHS procedures they have said in a 1 whole sheet of
paper. To be passed next meeting.
February 20, 2018

9:45-10:45/10:45-11:45AM
I. Objectives
 Use personal protective equipment (PPE).
II. Subject Matter
a. Topic: Personal Protective equipment

http://www.worksafenb.ca/media/1227/worksafenborientationguide_e-1.pdf
http://www.ingaa.org/File.aspx?id=18190&v=952a3dfa
c. Materials: activity sheet, form, and pentel pen.
d. Skills: completing and updating
e. Values: show importance in using personal protective equipment in the workplace.
XIX. Procedure/ Developmental Activity

U. Preparatory/Preliminary Activity
V. Prayer
W. Greetings
X. Attendance
desk.
Y. Review
- The teacher will have short recap to the students in following OHS procedures for controlling
- The teacher will elicit question about the procedures in controlling hazards/risks in the workplace.
- The teacher will let the students to share what are the OHS procedures in a workplace
specifically in the Banksia Gardens Hotel.
- The teacher will let the students to reflect in a real life situation the importance in following the
OHS procedures for controlling hazards/risks in the workplace.
Z. Motivation
- The teacher will let the students to watch the video clip and follow the basic steps in dancing the
Monkey dance.
- But this dance will be going to be a stop dance to be more excitement and let the brain works.
AA. Lesson Proper

- The teacher will present the new topic which is personal protective equipment.
- The teacher will present the objective which is to use personal protective equipment (PPE).
BB. Discussion (Group Activity)

- The teacher discusses the personal protective equipment required that need to be used in the
workplace.
- The teacher will provide an activity sheet to each group about using personal protective
equipment and rubrics for them to have a guide in doing the task.
- The students will perform a role play showing that they are using personal protective equipment.
learners.
Group 1
Activity Sheet
I. Objective
 use personal protective equipment.
II. Materials
 Activity sheet, rubrics and felt-knibbed pen.
III. Procedures
1. Perform a role play showing the personal protective equipment used in the workplace.
2. You will be rated based from the rubric given below.
 Personal Protective Equipment given: Long pants, long sleeve, protective shoes, hand towels, and
hairnet.
IV. Posing Question

1. What are the personal protective clothing did you use?
Answer: Long pants, long sleeve, protective shoes, hand towels, and hairnet.
Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedures
hairnet.
IV. Posing Question

Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedures
hairnet.
IV. Posing Question

Rubric in Using Personal and Protective Equipment

5 3 2
Appropriateness All PPE used were Some PPE used were All PPE used were not
appropriate during not appropriate during appropriate during the
the role playing the role playing role playing
presentation. presentation. presentation.
allotted. allotted.
PPE given. the PPE given. PPE given.
TOTAL
DAY 2 – February 21, 2018
Group 1
Activity Sheet
I. Objective
II. Materials
III. Procedures
hairnet.
IV. Posing Question

Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedures
hairnet.
IV. Posing Question

Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedures
hairnet.
IV. Posing Question

Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedures
hairnet.
IV. Posing Question

Rubric in Using Personal and Protective Equipment

5 3 2
Appropriateness All PPE used were Some PPE used were All PPE used were not
appropriate during not appropriate during appropriate during the
the role playing the role playing role playing
presentation. presentation. presentation.
allotted. allotted.
PPE given. the PPE given. PPE given.
TOTAL
II. Generalization
- The teacher will let the students to generalize their learning through eliciting questions about the
personal protective equipment they used.
- The teacher will let the students to reflect in using personal protective equipment in the workplace.
- The teacher will ask about the advantages in using personal protective equipment in the workplace.
IV. Evaluation
Note: The said activity which was participating emergency earthquake drill will serve as their quiz.
V. Assignment
Directions: Visit one establishment near to your residence and ask any personnel on what are their personal protective
equipment they used in the workplace, write what you have taking note during visitation in the establishment in a ½ sheet
of paper. To be submitted next meeting.
February 22, 2018

9:45-10:45/10:45-11:45AM
I. Objectives
 Provide assistance in the event of a workplace emergency in accordance with protocol.
II. Subject Matter

a. Topic: Emergency Protocol
https://www.asu.edu/ehs/cshema2/procedures.pdf
c. Materials: visual aids, activity sheet, and pentel pen.
d. Skills: providing
e. Values: recognize the importance in following the emergency protocol in the workplace through providing
assistance in the event of a workplace emergency.
XX. Procedure/ Developmental Activity

CC. Preparatory/Preliminary Activity
DD. Prayer
EE. Greetings
FF. Attendance
desk.
GG. Review
- The teacher will have a short recap through eliciting questions about the personal protective
equipment they used.
- The teacher will let the students to reflect in using personal protective equipment in the
workplace.
- The teacher will ask about the advantages in using personal protective equipment in the
workplace.
HH. Motivation
- The teacher will let the students to watch the video clip and follow the basic steps in dancing the
Bear dance.
- But this dance will be going to be a stop dance to be more excitement and let the brain works.
II. Lesson Proper

- The teacher will present the new topic which is emergency protocol.
- The teacher will present the objective which is to provide assistance in the event of a workplace
emergency in accordance with protocol.
JJ. Discussion (Group Activity)

- The teacher discusses the fire emergency protocol in the workplace.
- The teacher will provide an activity sheet to each group about providing assistance in the event of
a workplace emergency in accordance with protocol and rubrics for them to have a guide in doing
the task.
- The students will perform a role play showing that they are providing assistance in the event of a
workplace emergency in accordance with protocol.
learners.
Group 1
Activity Sheet
V. Objective
VI. Materials
VII. Procedures
1. Perform a role play showing that you are providing assistance in the event of a workplace fire
emergency in accordance or following the protocol given below.
Fire Emergency Protocol

 When the fire alarm sounds, take the following action.
1. Evacuate immediately at the closest exit.
2. When leaving the building, close all windows and doors. This will stop the spread of fire.
3. If you encounter smoke, drop down to the floor and stay low until you reach the exit.
4. When evacuating the building, always use the stairs, never use the elevator, because power could be lost,
trapping you on the floor of the fire.
5. If physically impaired, know your places of refuge. Please list places of refuge for Physically Impaired
personnel.

1. How will you provide assistance in the event of a workplace fire emergency?
Answer: By following these fire emergency protocol:

personnel.
Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedures

personnel.
IV. Posing Question


personnel.
Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedures

personnel.
IV. Posing Question


personnel.
Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedures

personnel.
IV. Posing Question


personnel.
Group 5
Activity Sheet
I. Objective
II. Materials
III. Procedures

personnel.
IV. Posing Question


personnel.
Rubric in Providing Assistance in the Event of a Workplace Fire Emergency
JJ. Generalization
- The teacher will let the students to generalize their learning through eliciting questions about
providing assistance in the event of a workplace emergency in accordance with protocol.
- The teacher will let the students to give importance in providing assistance in the event of a fire
emergency in accordance with protocol.
IV. Evaluation
Note: The said activity which was providing assistance in the event of a workplace fire emergency in accordance
with protocol will serve as their quiz.
V. Assignment
Directions: Research a sample rubric in evaluating the preparedness of a given agency in terms of hazards and risks in
the workplace. Write it in a ½ sheet of paper. To be submitted next meeting.
February 23, 2018

9:45-10:45/10:45-11:45AM
I. Objectives
 use rubrics in evaluating the preparedness of a given agency in terms of hazards and risks in the
workplace.
II. Subject Matter
a. Topic: The preparedness of a given agency in terms of hazards and risks in the
workplace.
https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-
grading/rubrics/Pages/creating-rubrics.aspx
https://www.aacom.org/docs/default-source/2015-annual-
conference/f_objectiveobservations_gallagher.pdf?sfvrsn=2
d. Skills: evaluating
e. Values: To reflect in a real life situation the importance in evaluating the preparedness of a given agency
in terms of hazards and risks in the workplace.
RR. Preparatory/Preliminary Activity
71. Prayer
72. Greetings
73. Attendance
desk.
74. Review
- -The teacher reviewed the previous topic which was providing assistance in the event of a
workplace emergency in accordance with protocol through eliciting questions.
- The teacher let the students to enumerate the protocol in providing assistance in the event of a
workplace emergency.
- The teacher let the students to reflect the importance of providing assistance in the event of a
workplace emergency in accordance with protocol.
-
75. Motivation
o Prepared, hazards, risks, signs, agency and workplace.
SS. Lesson Proper

- The teacher will present the new topic which is the preparedness of a given agency in terms of
hazards and risks in the workplace.
- The teacher will present the objective which is to use rubrics in evaluating the preparedness of a
given agency in terms of hazards and risks in the workplace.
TT. Discussion (Group Activity)

- The teacher presents the rubric about the preparedness of a given agency in terms of hazards
and risks in the workplace.
- The teacher will distribute an activity sheet to each group which is to let them evaluate using a
rubric about the preparedness of a given agency in terms of hazards and risks in the workplace
through watching video presentation.
evaluating the performance about the preparedness of a given agency in terms of hazards and
risks in the workplace
learners.
Group 1
Activity Sheet
VII. Objective
- use rubrics in evaluating the preparedness of a given agency in terms of hazards and risks in the
workplace.
VIII. Materials
 Activity sheets, felt-knibbed pen, loptop, projector, and rubrics.
IX. Procedures
4. Watch the video presentation about the preparedness of a given agency in terms of hazards and risks in
the workplace.
5. Rate the presentation in the videp presentation about the preparedness of a given agency in terms of
hazards and risks in the workplace, if it shows the specific descriptor whether 5 for very good, 3 for good
and 1 for fair.
Criteria Very Good Good Fair Total

5 3 1 Score
Preparedness of a The agency was The agency was The agency was
given agency in terms prepared in terms of prepared but only 5 OHS prepared but only 3
of hazards and risks in establishing OHS to established in the OHS established in the 3
the workplace. prevent accidents in the workplace. workplace.
workplace.
Messages The message or text of It is moderately clear and Messages are not clear 5
the OHS sign is clear and informative. and informative.
informative.
Relevance and safety There is much relevance There is moderate There is less relevance 5
with safety. relevance with safety. with safety.
Color The color is very much Color is slightly related Color is not related with 5
related with the signs. with the sign. the sign.
TOTAL SCORE 18/20

X. Posing Questions
5. In evaluating the preparedness of a given agency in terms of hazards and risks in the workplace using
rubrics, what specific criteria did you perform well?
Answer: message, color, relevance and safety.
rubrics, what specific criteria did you perform least?
Answer: Preparedness of a given agency in terms of hazards and risks in the workplace.
Group 2
Activity Sheet
I. Objective
workplace.
II. Materials
- Activity sheets, felt-knibbed pen, loptop, projector, and rubrics.
III. Procedures
the workplace.
and 1 for fair.

5 3 1 Score
workplace.
informative.
TOTAL SCORE 18/20

Group 3
Activity Sheet
I. Objective
workplace.
II. Materials
III. Procedures
1. Watch the video presentation about the preparedness of a given agency in terms of hazards and risks
in the workplace.
hazards and risks in the workplace, if it shows the specific descriptor whether 5 for very good, 3 for
good and 1 for fair.

5 3 1 Score
workplace.
informative.
TOTAL SCORE 18/20

1. In evaluating the preparedness of a given agency in terms of hazards and risks in the workplace
using rubrics, what specific criteria did you perform well?
2. In evaluating the preparedness of a given agency in terms of hazards and risks in the workplace
using rubrics, what specific criteria did you perform least?
Group 4
Activity Sheet
I. Objective
workplace.
II. Materials
III. Procedures
the workplace.
and 1 for fair.

5 3 1 Score
workplace.
informative.
TOTAL SCORE 18/20

Group 5
Activity Sheet
I. Objective
workplace.
II. Materials
III. Procedures
the workplace.
and 1 for fair.

5 3 1 Score
workplace.
informative.
TOTAL SCORE 18/20

KK. Generalization
 The teacher will elicit questions about in evaluating the preparedness of a given agency in terms of
hazards and risks in the workplace using a rubric especially the specific criteria they performed least and most.
 The teacher will let the students to reflect in a real life situation the importance in evaluating the
preparedness of a given agency in terms of hazards and risks in the workplace using a rubric
 The teacher will let the students evaluate their performance based from the rubrics used.
 The teacher will ask the students the importance in using rubrics in evaluating the preparedness of a
given agency in terms of hazards and risks in the workplace.
IV. Evaluation
II. Assignment
Directions: Make a reflection paper about the results of the rubric being evaluated about the preparedness of a
given agency in terms of hazards and risks in the workplace. Write it in a short bond paper. To be passed next
meeting.
Summative Test LO2
Activity Sheet
O. Performance test
- Pen, computer (video presentation) and rubrics
Procedures:
XI. Procedures
the workplace.
and 1 for fair.

5 3 1 Score
of hazards and risks in establishing OHS to established in the OHS established in the
workplace.
Messages The message or text of It is moderately clear and Messages are not clear
informative.
Relevance and safety There is much relevance There is moderate There is less relevance
Color The color is very much Color is slightly related Color is not related with
TOTAL SCORE
P. Paper and pencil test
Directions: Match the meaning in Column A with its corresponding image or sign in Column B. Write only
the correct answer in a ¼ sheet of paper.
Column A Column B
1. Safety equipment a.
2, Danger signs
3. Safety information b.
4. Caution signs
5. Serious injuries
c.
d.
e.
February 26, 2018

9:45-10:45/10:45-11:45AM
I. Objectives
 Participate in emergency-related drills and trainings.

II. Subject Matter
a. Topic: Emergency Drills and training.
https://oes.ucsc.edu/emergencymanagement/preparedness/
procedures/earthquake.html
c. Materials: activity sheet, and pentel pen.
d. Skills: participating
e. Values: show importance in the emergency-related drills and trainings through participating it properly.
XXI. Procedure/ Developmental Activity

UU. Preparatory/Preliminary Activity
76. Prayer
77. Greetings
78. Attendance
desk.
79. Review
- The teacher will elicit questions about in evaluating the preparedness of a given agency in terms
of hazards and risks in the workplace using a rubric especially the specific criteria they performed
least and most.
preparedness of a given agency in terms of hazards and risks in the workplace using a rubric.
- The teacher will ask the students the importance in using rubrics in evaluating the preparedness
of a given agency in terms of hazards and risks in the workplace.
80. Motivation
- The teacher will let one of the members of the group to spell a word using their butt and the rest
members will identify what letter or word he tries to convey.
Words to spell are the following:
11. Duck
12. Evacuate
13. Drill
14. Safe
15. Prepare
16. Head
17. Neck
18. Participate
19. Protect
20. Procedure
VV. Lesson Proper

- The teacher will present the new topic which is emergency drill and training.
- The teacher will present the objective which is to Participate in emergency-related drills and
trainings.
WW. Discussion (Group Activity)

- The teacher will ask the students about their ideas in emergency drills and trainings.
- The teacher discusses the possible emergency drills and trainings in the front office.
- The teacher will provide an activity sheet to each group about participating earthquake drill and
rubrics for them to have a guide in doing the task.
- The students will perform a role play showing the participation in emergency drill like earthquake
drill following the procedures given.
learners.
Group 1
Activity Sheet
(Earthquake Drill)
IX. Objective
 Participate emergency-related drills and trainings.
X. Materials
XI. Procedures
Earthquake Drill: If You Are Inside a Building
1. Duck under the nearest sturdy object and hold onto it until the shaking stops. If you are not near a sturdy
object, make yourself as small as possible and cover your head and neck.
2. If you stand in a doorway, brace yourself against the frame and watch out for a swinging door or other
people.
3. Avoid windows, filing cabinets, bookcases and other heavy objects that could fall or shatter.
4. Stay under cover until the shaking stops, and then leave the building.
5. If it is safe to do so, stabilize any laboratory procedure that could lead to further damage, such as turning
off burners or electrical equipment.
6. Evacuate the building if told to do so by building staff or emergency responders.
XII. Posing Questions

1. What emergency drill or training did you participate?
Answer: Earthquake drill: If you are inside a building
2. How did you participate the emergency drill or training?

Answer: We participated the emergency earthquake drill by following the procedures properly.
Group 2
Activity Sheet
(Earthquake Drill)
I. Objective
II. Materials
III. Procedures
Earthquake Drill: If You Are Outside a Building

1. Move away from trees, signs, buildings, electrical poles and wires.
2. Protect your head with your arms from falling bricks, glass, plaster or other debris.
3. Move away from fire and smoke.
4. Proceed to your designated evacuation meeting point if safe to do so.
5. Stay alert for further instructions.
IV. Posing Question

Answer: Earthquake drill: If you are outside a building
2. How did you participating the emergency drill or training?

Group 3
Activity Sheet
(Earthquake Drill)
I. Objective
II. Materials
III. Procedures
Earthquake Drill: If You Are Inside a Building

1. Duck under the nearest sturdy object and hold onto it until the shaking stops. If you are not near a
sturdy object, make yourself as small as possible and cover your head and neck.
2. If you stand in a doorway, brace yourself against the frame and watch out for a swinging door or other
people.
3. Avoid windows, filing cabinets, bookcases and other heavy objects that could fall or shatter.
4. Stay under cover until the shaking stops, and then leave the building.
5. If it is safe to do so, stabilize any laboratory procedure that could lead to further damage, such as
turning off burners or electrical equipment.
6. Evacuate the building if told to do so by building staff or emergency responders.
IV. Posing Question

Answer: Earthquake drill: If you are inside a building
2. How did you participate the emergency drill or training?

Group 4
Activity Sheet
(Earthquake Drill)
I. Objective
II. Materials
III. Procedures
Earthquake Drill: If You Are Outside a Building

1. Move away from trees, signs, buildings, electrical poles and wires.
2. Protect your head with your arms from falling bricks, glass, plaster or other debris.
3. Move away from fire and smoke.
4. Proceed to your designated evacuation meeting point if safe to do so.
5. Stay alert for further instructions.
IV. Posing Question

Answer: Earthquake drill: If you are outside a building
2. How did you participating the emergency drill or training?

Rubric for Participating Emergency Earthquake Drill
LL. Generalization
-
- The teacher will let the students to generalize their learning about participating emergency
earthquake drill.
- The teacher will elicit questions based from the earthquake drill they have participated.
- The teacher will ask the students on what are the steps or procedures in an emergency earthquake
drill.
- The teacher will let the students to reflect in their own experiences on what is the importance in
participating emergency drill or trainings in a workplace.
IV. Evaluation
Note: The said activity which was participating emergency earthquake drill will serve as their quiz.
V. Assignment
Directions: Visit one establishment near to your residence and ask any personnel on what are their emergency-related
drills and trainings they have participated, write what you have taking note during visitation in the establishment in a ½
sheet of paper. To be submitted next meeting.
February 27, 2018

9:45-10:45/10:45-11:45AM
I. Objectives
 Complete and update OHS personal records.
II. Subject Matter
a. Topic: OHS Personal Records
https://www.archives.gov/files/records-mgmt/grs/grs02-7.pdf
c. Materials: activity sheet, form, and pentel pen.
d. Skills: completing and updating
e. Values: show importance in completing and updating OHS personal records in front office.
XXII. Procedure/ Developmental Activity

KK. Preparatory/Preliminary Activity
LL. Prayer
MM. Greetings
NN. Attendance
desk.
OO. Review
- The teacher will have short recap to the students in participating emergency earthquake drill.
- The teacher will elicit questions based from the earthquake drill they have participated.
- The teacher will ask the students on what are the steps or procedures in an emergency
earthquake drill.
- The teacher will let the students to reflect in their own experiences on what is the importance in
participating emergency drill or trainings in a workplace.
PP. Motivation
- The teacher will call out a color and a body part.
- The teacher let each student to find an object in the room that has a color and let each learner to
touch the object with the selected body part.
- The teacher begins.
Words to say by the teacher:
6. Red nose
7. White lips
8. Brown chair
9. Black ear
10. Blue bag
QQ. Lesson Proper

- The teacher will present the new topic which is OHS personal records.
- The teacher will present the objective which is to complete and update OHS personal records.
RR. Discussion (Group Activity)

- The teacher discusses the OHS personal records
- The teacher will provide an activity sheet to each group about completing and updating OHS
personal records and rubrics for them to have a guide in doing the task.
learners.
Group 1
Activity Sheet
XIII. Objective
XIV. Materials
 Activity sheet, OHS form, and felt-knibbed pen.
XV. Procedure
1. Complete and update OHS personal records by filling up the given form.
2. Make sure that the record is up-to-date or latest.
Occupational Safety and Health Personal Record
Reported by: Name: Aishteru Gomez

Role: Reservationist
Department: Receptionist
Date: May 3, 2018
Briefly describe The situation happened was a physical hazard in which a
the hazard or receptionist slipped on the floor that causes her to injury.
health, safety or
security issue
Location of hazard At the floor of the entrance
or health, safety
or security issue
Received by: Name: Nelce Miramonte
Role: Manager
Department: Manager
Date: May 3, 2018
Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedure
Reported by: Name: Daina Martok

Date: May 3, 2018
health, safety or
security issue
or health, safety
or security issue
Role: Manager
Department: Manager
Date: May 3, 2018
Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedure
Reported by: Name: Jane Gomez

Date: May 3, 2018
health, safety or
security issue
or health, safety
or security issue
Role: Manager
Department: Manager
Date: May 3, 2018
Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedure
Reported by: Name: Christian Pili

Date: May 3, 2018
health, safety or
security issue
or health, safety
or security issue
Role: Manager
Department: Manager
Date: May 3, 2018
Group 5
Activity Sheet
I. Objective
II. Materials
III. Procedure
Reported by: Name: Ren Mae Pagay

Date: May 3, 2018
health, safety or
security issue
or health, safety
or security issue
Role: Manager
Department: Manager
Date: May 3, 2018
Rubric for Participating Emergency Earthquake Drill
MM. Generalization
- The teacher will let the students to generalize their learning about completing and updating OHS
personal records.
- The teacher will elicit questions based from the completing and updating OHS personal records.
- The teacher will let the students to reflect the importance in completing and updating OHS personal
records in front office.
IV. Evaluation
Note: The said activity which was completing and updating OHS personal records.
V. Assignment
Directions: Research a sample rubric in evaluating the level of OHS awareness. Write it in a short bond paper. Study it in
advance. To be passed next meeting.
February 28, 2018

9:45-10:45/10:45-11:45AM
I. Objectives
 Evaluate the level of OHS awareness using rubrics.
II. Subject Matter
a. Topic: OHS Awareness
c. Materials: activity sheets, pentel pen, and rubrics.
e. Values: to show appreciation through evaluating OHS awareness using rubrics.
XXIII. Procedure/ Developmental Activity

XX. Preparatory/Preliminary Activity
81. Prayer
82. Greetings
83. Attendance
desk.
84. Review
- -The teacher reviewed the previous topic which is Simple Report from Arrival to Departure of
Customers.
- The teacher will let the students to prepare a simple report by filling up the arrival and departure
form based from what they have learned from the last discussion.
85. Motivation
o Evaluate, level, awareness, drill, hazards, and health.
YY. Lesson Proper

- The teacher will present the objective which is to evaluate the level of OHS awareness using
rubrics.
ZZ. Discussion (Group Activity)

which is OHS personal records.
- The teacher will distribute an activity sheet to each group which is to let them evaluate the level of
OHS awareness using a rubric.
learners.
Group 1
Activity Sheet
XII. Objective
XIII. Materials
XIV. Procedures
11. Evaluate the level of your OHS awareness using a rubric.
12. Write your chosen level of indicator in the space provided.
13. Make sure to rate the level of your OHS awareness honestly.
Rubric in Evaluating the Level of OHS Awareness
Performance Exceeds Criteria Meets Criteria Below Expectations Score

Criteria 5 3 1
Understanding Clearly and correctly Not clearly and correctly Fails to understand
of occupational understands understands the occupational health 3
health and occupational health and occupational health and and safety
safety safety procedures. safety procedures. procedures.
procedures
Participating in Fully understand the Not fully understands the Fails to understand
emergency- right things to do if the right things to do if the the right things to do if 5
related drills possible possible situation/disaster the possible
and trainings situation/disaster may may occur. situation/disaster may
occur. occur.
Completing Fully understand in Not fully understand in Fails to understand in
and updating completing and completing and updating completing and 5
OHS personal updating OHS personal OHS personal records. updating OHS
records records. personal records.
Total Score
13/15
XV. Posing Questions

5. Based from the rubric that you had evaluated, cite at least one criterion that you think you are least with.
Answer: Understanding of occupational health and safety procedures
6. Based from the rubric that you had evaluated, cite at least one criterion that you think you are most with.
Answer: Participating in emergency-related drills and trainings
Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedures

Criteria 5 3 1
procedures
occur. occur.
Total Score
13/15

1. Based from the rubric that you had evaluated, cite at least one criterion that you think you are least
with.
2. Based from the rubric that you had evaluated, cite at least one criterion that you think you are most
with.
Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedures

Criteria 5 3 1
procedures
occur. occur.
Total Score
13/15

Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedures

Criteria 5 3 1
procedures
occur. occur.
Total Score
13/15

Group 5
Activity Sheet
I. Objective
II. Materials
III. Procedures

Criteria 5 3 1
procedures
occur. occur.
Total Score
13/15

NN. Generalization
- The teacher will elicit questions about evaluating the level of OHS awareness using rubrics on what
specific criteria they performed last and most.
- The teacher will let the students to reflect with sincerity as a FOS student in evaluating the level of
OHS awareness using a rubric.
- The teacher will let the students to give judgment on their performance based from the rubrics used.
- The teacher will let the students to make an action about the weakness and strengths
they have found.
IV. Evaluation
V. Assignment
Directions: Make a reflection paper about the importance in knowing the results of the rubric being evaluated in the level
of OHS awareness. Write it in a short bond paper. To be passed next meeting.
Summative Test LO3
Activity Sheet
Q. Performance test
- Rubrics, pictures and costumes (uniform)
Procedures
1. Perform a role play showing that you are a receptionist in a front office area maintaining OHS awareness or
practicing occupational health and safety procedures.
RUBRIC

_____1. The following are the causes of accident except for one. Which one?
A. people themselves
B. organized work area
C. defective tools and equipment
D. unsafe environment
_____2. Safety procedures, practices in the workplace contribute to:
A. high rates of accident
B. good employee morale
C. employee dissatisfaction
D. increase of insurance and other operating cost
_____3. Which of the following is not a personal hygiene practice?
A. Keep your hands always clean and nails cut short.
B. Wearing of comfortable clean clothes.
C. Use of PPE when working.
D. Having a ring on fingers while working with food.
_____4. All of these describe the working environment that is conducive to safety and
health EXCEPT for one. Which one?
A. Clean floor area, free from waste and grease
B. Clean cabinets, dry and closed tightly to keep away rodents and insects
C. A well fixed electrical connections
D. Defective lighting and ventilation facilities.
_____5. Which of the following could be avoided due to carelessness?
A. Slips
B. Burns
C. Electric shock
D. Stress
March 1, 2018

9:45-10:45 / 10:45-11:45AM
I. Objective
 perform self-evaluation in the practice of occupational health and safety procedures using rubrics.
II. Subject Matter
https://www.google.com.ph/search?biw=1093&bih=490&tbm=isch&sa=1&ei=D_4
YBQ&q=sample+of+self+evaluation+analytic+rubrics&oq=sample+of+
self+evaluation+analytic+rubrics http://www.selbstevaluation.de/home/
https://www.southeastern.edu/acad_research/depts/cs_it/undergrad_
degree/oshe/pdfs/rubric_for_assessing.pdf
c. Materials: Visual aids, activity sheets, and ballpen.
e. Values: to act honesty in performing self-evaluation in the practice of occupational health and safety
procedures using rubrics.
XXIV. Procedure/ Developmental Activity

SS. Preparatory/Preliminary Activity
TT. Prayer
UU. Greetings
VV. Attendance
desk.
WW. Review
- The teacher reviewed the previous topic which was front office reception lay out.
- The teacher will elicit questions in evaluating a sample front office reception layout.
- The teacher will ask the students about the judgment or how they evaluated a sample front office
reception layout.
XX. Motivation
- The teacher will group the class into two groups.
- The teacher will let each group to choose one representative to spell using his/her butt.
- The teacher will give only 1 minute to perform the activity the more words to spelled the more get
the chances to win.
Words to spell: self, rubric, evaluate, practice, health, safety, and procedures.
YY. Lesson Proper

- The teacher will present the objective which is to perform self-evaluation in the practice of
occupational health and safety procedures using rubrics.
ZZ. Discussion (Group Activity)

in doing the task.
learners.
Individual Activity
XIII. Objective
 perform self-evaluation in the practice of occupational health and safety procedures using rubrics.
XIV. Materials
 Activity sheets, ballpen, and rubric.
XV. Procedures
25. In the given rubric below, perform self-evaluation in the practice of occupational health and safety
improvement.
Name:
Rubric for Self-Evaluation in the Practice of Occupational Health and Safety Procedures

Criteria 3 2 1
Students I clearly and correctly I understand the basics of I failed to understand 2
understand the understand the the practice of the practice of
practice of practice of occupational health and occupational health
occupational occupational health safety procedures and and safety
health and safety and safety how they are interrelated, procedures.
procedures. procedures. but demonstrate a lack of
clarity.
Identify I identified I only identified the basic I failed to identify 3
hazards/risks in hazards/risks in the hazards/risks in the hazards/risks in the
the workplace and workplace and its workplace and its workplace and its
their corresponding corresponding indicator corresponding
corresponding indicator correctly. correctly. indicator correctly.
indicator
Recognize and I recognized and I only recognized and I failed to recognize 3
establish established established basic and establish
contingency contingency contingency measures in contingency
measures in case measures in case of case of accidents, fire measures in case of
of accidents, fire accidents, fire and and other emergencies accidents, fire and
and other other emergencies correctly. other emergencies
emergencies correctly. correctly.
Follow OHS I followed OHS I followed some of the I failed to follow OHS 3
procedures for procedures for OHS procedures for procedures for
controlling controlling controlling hazards/risks controlling
hazards/risks in hazards/risks in the in the workplace properly. hazards/risks in the
the workplace workplace properly. workplace properly.
Use PPE I used PPE required I used some of the PPE I fail to use PPE 3
in a specific job. required in a specific job. required in a specific
job.
Participate in I participated I participated some of the I failed to participate 2
emergency-related emergency-related emergency-related drills the emergency-
drills and drills and trainings and trainings required in related drills and
trainings required in a specific a specific establishment. trainings required in
establishment. a specific
establishment.
Total Score 16/18
XVI. Posing Question

with.
Answer: Participate in emergency-related drills and trainings
with.
Answer: Follow OHS procedures for controlling hazards/risks in the workplace
OO. Generalization
- The teacher will ask the students about performing self-evaluation in the practice of occupational
health and safety procedures using rubrics.
- The teacher will let the students to reflect in performing self-evaluation in the practice of
- The teacher will let the students to give solutions about the weakness they have found.
PP. Evaluation
QQ. Assignment
Directions: Make a reflection paper about the importance in knowing the results in the practice of occupational health and
safety procedures using rubrics. Write it in 1 whole sheet of paper. You will be rated based from the rubrics given below.
To be passed next meeting.
Summative Test LO4

Activity Sheet
R. Performance test
- Rubric and pen
Procedures:
29. In the given rubric below, perform self-evaluation in the practice of occupational health and safety
improvement.
Rubric for Self-Evaluation in the Practice of Occupational Health and Safety Procedures
S. Paper and pencil test
_____1. Which fosters a no-negligence environment that thrives on participative behavior?

A. Whistle blowing B. Reporting
C. Giving instruction D. Observance of silence
_____2. The worker should be guided to have a proper musculoskeletal or having a back pain?
A. Walking C. Condiments
B. Proper Position D. Cutlery
_____3. Who should be always calm in terms in having paper works in the office?
A. Those who are ill C. Disable
B. Receptionist D. Clients
_____4. Always wipe up spills on the floor to avoid ________.

A. burns C. electrocution
B. slip D. cuts or wounds
_____5. Fixing electrical wiring prevents the danger of ________.

A. falls C. electric shock
B. collision D. burns
March 5, 2018

9:45-10:45/10:45-11:45AM
I. Objectives
 Read and interpret symbol and layout in a given sample plan for a front office reception area.
II. Subject Matter
a. Topic: Symbol and Layout
https://conceptdraw.com/a367c3/preview--Design%20elements%20-
%20Office%20furniture
c. Materials: activity sheet, and pentel pen.
d. Skills: reading and interpreting

e. Values: appreciate symbols and layout in a given sample plan for a front office reception area through
reading and interpreting it correctly.
XXV. Procedure/ Developmental Activity

AAA. Preparatory/Preliminary Activity
BBB. Prayer
CCC. Greetings
DDD. Attendance
desk.
EEE. Review
- The teacher will have short recap to the students through eliciting questions about performing
self-evaluation in the practice of occupational health and safety procedures using rubrics.
- The teacher will let the students to reflect in performing self-evaluation in the practice of
- The teacher will let the students to give solutions about the weakness they have found.
FFF. Motivation
- The teacher will let each group to play a two truth and a lie about the last topic.
- The first group will say two truths and one lie about the last topic and the other group will identify
which of the three is a lie. This activity is a vise versa.
GGG. Lesson Proper

- The teacher will present the new topic which is symbol and layout.
- The teacher will present the objective which is to read and interpret symbol and layout in a given
sample plan for a front office reception area.
HHH. Discussion (Group Activity)

- The teacher discusses the symbols in a front office reception area.
- The teacher will provide an activity sheet to each group about reading and interpreting symbol
and layout in a given sample plan for a front office reception area.
learners.
Group 1
Activity Sheet
XVI. Objective
 Read and interpret symbol and layout in a given sample plan for a front office reception area.’
XVII. Materials
 Activity sheet and felt-knibbed pen.
XVIII. Procedures
1. Below is a given sample plan of a front office reception area.
2. Read and interpret symbol and layout of a given sample plan of a front office reception
area through encircling the alphabet lines and label it.
XIX. Posing Question

1. What are the symbols did you read and interpret?
Answers: ____________________________________________________________________
____________________________________________________________________________
Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedures
IV. Posing Question
Answers: ____________________________________________________________________
____________________________________________________________________________
Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedures
IV. Posing Question

Answers: ____________________________________________________________________
____________________________________________________________________________
Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedures
IV. Posing Question

Answers: ____________________________________________________________________
____________________________________________________________________________
Group 5
Activity Sheet
I. Objective
II. Materials
III. Procedures
IV. Posing Question
Answers: ____________________________________________________________________
____________________________________________________________________________
RUBRIC
RR. Generalization
- The teacher will let the students to generalize their learning through eliciting questions about reading
and interpreting symbol and layout in a given sample plan for a front office reception area.
- The teacher will let the students to reflect how important the symbols and layout in reading and
interpreting of a given sample plan of a front office reception area.
IV. Evaluation
Note: The said activity which was read and interpreting symbol and layout in a given sample plan for a front office
reception area will serve as their quiz.
V. Assignment
Directions: Research a ppt about a front office reception layout with description of the parts and its functions. In a short
bond paper, write all the parts with description and its functions of a front office reception layout. To be submitted next
meeting.
March 6, 2018

9:45-10:45 / 10:45-11:45AM
I. Objective
 Describe parts and functions of a front office reception layout.
II. Subject Matter
a. Topic: Front Office Reception Layout

https://www.slideshare.net/indianchefrecipe/layout-and-sections-of-front-
office?from_action=save
d. Skills: describing
e. Values: to appreciate a front office reception layout through describing its parts and
functions correctly.
XXVI. Procedure/ Developmental Activity

III. Preparatory/Preliminary Activity
JJJ.Prayer
KKK. Greetings
LLL. Attendance
desk.
MMM. Review
NNN. Motivation
OOO. Lesson Proper

- The teacher will present the new topic which is front office reception layout.
- The teacher will present the objective which is to describe parts and functions of a front office
reception layout.
PPP. Discussion (Group Activity)

in doing the task which is to describe parts and functions of a front office reception layout.
learners.
Group 1
Activity Sheet
I. Objective
II. Materials
III. Procedures
1. Look at the front office reception layout below comprehensively.
2. In a front office layout given, describe every part of a front office and its function.
3. In the first column are the parts of a front office reception; in the second column, is the
description of each part; and in the third column, is the function of every part of a front
office reception layout.
4. Write the descriptions and functions legibly and comprehensively.
Parts Description Functions
Reservation An area where the  Entertaining the guest for
reservation process reservation.
made.
Reception An area that we see  Completing the
first in entering the registration formalities.
hotel and we usually  Sending arrival
inquire for some notification slips to the
information. concerned departments.
Front Office  Assigning the room.
Reception Information Desk It gives information to  Maintaining resident
Layout the guests to maintain guest rack.
better satisfaction.  Handling guest room keys
and messages.
 Providing information to
guests regarding hotel
facilities,
services, and city
information.
Cash and Bills An area wherein the  Posting room charges in
guest will pay their guest folios.
balance.  Recording all credit
charges in guest folios.
 Updating cash received
from guests.
Travel Desk An area wherein the  Making travel
guest making arrangements like railway
arrangements for some reservation/air-tickets.
reservation.  Arranging for guides who
can communicate in the
guest’s language
Communication Section An area wherein the  Answering incoming calls.
communication process  Providing information on
made, on where we guest services.
usually found the  Answering inquiries about
telephone. hotel facilities and events
Uniformed A person you can see  Carry luggage, carry in
Services Bell Desk first and will bring the and out.
luggage of a guest.
Concierge A person that is usually  Making reservations for
assists patrons at hotel, dining in famous
apartment or office restaurants.
building with personal
services.

1. Describe a reservation area.
Answer: An area where the reservation process made.
2. What is the function of an information desk?
Answer:
 Maintaining resident guest rack.

 Handling guest room keys and messages.
 Providing information to guests regarding hotel facilities, services, and city information.
Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedures
made.
and messages.
facilities,
services, and city
information.
from guests.
guest’s language
luggage of a guest.
services.

Answer:

Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedures

made.
and messages.
facilities,
services, and city
information.
from guests.
guest’s language
luggage of a guest.
services.

Answer:

Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedures

made.
and messages.
facilities,
services, and city
information.
from guests.
guest’s language
luggage of a guest.
services.

Answer:

Rubrics
SS. Generalization
- The teacher will elicit questions about describing the parts and functions of a front office reception
layout.
- The teacher will ask the parts of a front office reception layout.
- The teacher will let the students to appreciate a front office reception layout through describing its
parts and functions correctly.
TT. Evaluation
- The teacher will tell the students that the activity that they presented will serve as their quiz.
UU. Assignment
Directions: In a ½ sheet of paper, research a sample rubric on how to evaluate a sample front office reception layout. To
be passed next meeting.
March 7, 2018

9:45-10:45/10:45-11:45AM
I. Objectives
 Evaluate a sample front office reception layout.
II. Subject Matter
a. Topic: Sample Front Office Reception Layout
https://www.google.com.ph/search?biw=1093&bih=490&tbm=isch&sa=
1&ei=D_4_YBQ&q=sample+of+self+evaluation+analytic+rubrics&oq=
sample+of+self+evaluation+analytic+rubrics
c. Materials: activity sheets, pentel pen, and rubrics.
e. Values: to show appreciation through evaluating a sample front office reception layout using a rubric.
XXVII. Procedure/ Developmental Activity

QQQ. Preparatory/Preliminary Activity
RRR. Prayer
SSS. Greetings
TTT. Attendance
desk.
UUU. Review
- The teacher will have a short recap through eliciting questions about describing the parts and
functions of a front office reception layout.
- The teacher will ask the parts of a front office reception layout.
- The teacher will let the students to appreciate a front office reception layout through describing its
parts and functions correctly.
VVV. Motivation
o Evaluate, level, awareness, drill, hazards, and health.
WWW. Lesson Proper

- The teacher will present the new topic which is sample front office reception layout.
- The teacher will present the objective which is to evaluate a sample front office reception layout.
XXX. Discussion (Group Activity)

- The teacher will distribute an activity sheet to each group which is to let them evaluate a sample
front office reception layout using a rubric.
learners.
Group 1
Activity Sheet
XVI. Objective
XVII. Materials
XVIII. Procedures
2. Evaluate a sample front office reception layout using a rubric below.
4. Make sure to rate the a sample front office reception layout honestly.
Rubric in Evaluating a Sample Front Office Reception Layout

Improvement
5 3 1
Correctly All designs and Not all designs and All designs and 5
interpreted of layout in FOS were layout in FOS were layout in FOS were
designs and layout interpreted correctly. interpreted correctly. not interpreted
correctly.
Appropriateness All designs and Not all designs and All designs and 5
symbols used were symbols used were symbols used were
appropriate. appropriate. not appropriate.
Comprehensiveness The front office The front office The front office 3
reception layout was reception layout was reception layout was
very comprehensive. moderately not comprehensive.
comprehensive.
TOTAL 13/15
XIX. Posing Questions

Answer: Comprehensiveness
Answer: Appropriateness
Group 2
Activity Sheet
I. Objective
II. Materials
III. Procedures

Improvement
5 3 1
correctly.
comprehensive.
TOTAL 13/15

1. Based from the rubric that you had evaluated, cite at least one criterion that you think you
are least with.
2. Based from the rubric that you had evaluated, cite at least one criterion that you think you
are most with.
Group 3
Activity Sheet
I. Objective
II. Materials
III. Procedures


Improvement
5 3 1
correctly.
comprehensive.
TOTAL 13/15

Group 4
Activity Sheet
I. Objective
II. Materials
III. Procedures

Improvement
5 3 1
correctly.
comprehensive.
TOTAL 13/15

VV. Generalization
- The teacher will elicit questions about evaluating a sample front office reception layout using a rubric
on what specific criteria they performed last and most.
- The teacher will let the students to reflect with sincerity as a FOS student in evaluating a sample front
office reception layout using a rubric.
- The teacher will let the students to give judgment on their performance based from the rubrics used.
- The teacher will let the students to make an action about the weakness and strengths they have
found.
IV. Evaluation
I. Assignment
Directions: Research a sample self-evaluation rubric in the interpretation of designs and layouts using rubrics. Write it in
a short bond paper. To be passed next meeting. Make sure to study it in advance for an oral recitation tomorrow.
March 8, 2018

9:45-10:45 / 10:45-11:45AM
I. Objective
 perform self-evaluation in the interpretation of designs and layouts using rubrics.
II. Subject Matter
https://www.google.com.ph/search?biw=1093&bih=490&tbm=isch&sa=1&ei=D_4_YBQ&q=sampl
e+of+self+evaluation+analytic+rubrics&oq=sample+of+self+evaluation+analytic+rubrics
e. Values: to act honesty in performing self-evaluation in the interpretation of designs and layouts using
rubrics.
XXVIII. Procedure/ Developmental Activity

YYY. Preparatory/Preliminary Activity
ZZZ. Prayer
AAAA. Greetings
BBBB. Attendance
desk.
CCCC. Review
- The teacher reviewed the previous topic which was front office reception lay out.
- The teacher will elicit questions in evaluating a sample front office reception layout.
- The teacher will ask the students about the judgment or how they evaluated a sample front office
reception layout.
DDDD. Motivation
EEEE. Lesson Proper
- The teacher will present the objective which is to perform self-evaluation in the interpretation of
designs and layouts using rubrics.
FFFF. Discussion (Group Activity)

in doing the task.
learners.
Individual Activity
XVII. Objective
 perform self-evaluation in the interpretation of designs and layouts using rubrics.
XVIII. Materials
 Activity sheets, ballpen, and rubric.
XIX. Procedures
33. In the given rubric below, perform self-evaluation in the interpretation of designs and layouts.
improvement.
Name:

1
5 3
Interpretation of All designs and Not all designs and layout All designs and 5
designs and layout in FOS were in FOS were interpreted layout in FOS were
layout interpreted correctly. correctly. not interpreted
correctly.
Focused on the Consistently stays Focuses on the task Rarely focused on 5
need for close
supervision.
Contribution Always participating Sometimes provide useful Rarely provide useful 3
TOTAL 13/15
XX. Posing Question

with.
with.
Answer: The designs and layout in front office services were interpreted correctly.
WW. Generalization
- The teacher will ask the students about performing self-evaluation in the interpretation of designs
and layouts using rubrics.
- The teacher will let the students to reflect in performing self-evaluation in the interpretation of
designs and layouts using rubrics.
XX. Evaluation
YY. Assignment
Directions: Make a reflection paper about the importance in knowing the result of self-evaluation in using a rubric in the
interpretation of designs and layouts. Write it in 1 whole sheet of paper. You will be rated based from the rubrics given
below. To be passed next meeting.
Summative Test LO2
Activity Sheet
T. Performance test
- Rubric and pen
Procedures:
37. In the given rubric below, perform self-evaluation in the interpretation of designs and layouts.
improvement.

1
5 3
Interpretation of All designs and Not all designs and layout All designs and
designs and layout in FOS were in FOS were interpreted layout in FOS were
layout interpreted correctly. correctly. not interpreted
correctly.
Focused on the Consistently stays Focuses on the task Rarely focused on
need for close
supervision.
Contribution Always participating Sometimes provide useful Rarely provide useful
TOTAL

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SESSION PLAN: Fourth Quarter

D. Teacher's Self Reflection of the session:

Jan. 1.2. store Safety - Lecture - Discussion - Group - Performance Curriculu 2

D. Teacher's Self Reflection of the session:

D. Teacher's Self Reflection of the session:

LO 3: Maintain OHS awareness ( TLE_HEFS7/8OHS-0i-10)

Feb. 2.2. OHS - Lecture - Discussion - Group -Performance Curriculum 1

March 1.2. Front-office - Lecture Discussion Group Performance Curriculum 1

March 1.3. Evaluating a - Inductive - Discussion Group Performance 1

D. Teacher's Self Reflection of the session:

Activities Group activity: Group activity: worksheet (describing Demonstration

Teacher’s The learners can

Learning Standard operating procedures in Safety procedures in storing tools, Checklist in

Assignment Make a reflection Research at least 3 Research at least

Reference/s: Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide

Teacher’s Learners could Learners could Learners could Learners could

Teacher’s Learners could Learners could Learners could Learners could

https://oes.ucsc.edu/ file:///C:/Users/Niceja https://www.south

Methodology Demonstration Inductive method Inductive method Inductive method

https://conceptdraw. https://www.slidesha https://www.google. http://www.selbstev

Methodology Lecture method Lecture method Inductive method Inductive method

Teacher’s Learners could Learners could Learners could Learners could

Detailed Lesson Plan in Technology and Livelihood Education

II. Subject Matter

a. Topic: Equipment, tools and paraphernalia in Front Office Services

b. Reference: K – 12 Basic Curriculum Guide in Technology and Livelihood Education, p. 2

Teacher's Activity Students' Activity

This morning, we are going to have an activity. I

III. Lesson Proper

2. Discussion (Group Activity)

This time, we are going to have an activity; I

Equipment Classificat Name Functio

Very well said. When we want to print out the texts or

Reservation rack Ma’am.

When we have to talk or communicate far

Does the function of walkie-talkie in your Yes, Ma’am.

Magnetic strip reader Ma’am.

When we want to read the data magnetically

Very good! Yes, Ma’am.

Information rack Ma’am.

When we store information forms.

It is designed to hold and store information

When we want to fill up a paper or documents

Does the function of computer in your Yes, Ma’am.

Now, let us proceed to the posing questions.

When we have to reads data magnetically

It is used to reads data magnetically

Yes, Ma’ am.

Reservation form I learned how to classify equipment, tools

Get ½ sheet of paper. Answer the following by

A. FORMS C. SUPPORTING DEVICES

___1. Key rack is designed to store guestroom

V. Assignment Goodbye! Ma’am Miramonte, goodbye

Summative Test LO1

Tools and materials needed:

- Reservation form - Information rack

Procedures (Gallery Walk)

1. Go to the station you are assigned with.

Name of the Equipment, Classification Function Description

___1. It is used to store guestroom keys. A. Calculator

___2. It is a form used for confirming a reservation of a guest’s booking. B. Computer

on the magnetic tape strip on credit card. F. Magnetic strip

___5. It is designed to transmit sound typically voices over a G. Printer